多重障碍生教师的课堂教学行为研究

发布时间：2018-08-07 07:07

【摘要】：近年来对多重障碍学生的教育成为国内外特殊教育领域关注的热点,了解其教师的课堂教学行为倾向性及不同倾向性下的班级课堂情况,可以为今后开展更有效的课堂教学提供参考信息。本研究运用课堂观察法、访谈法等方法,围绕上海市某特殊学校4名多重障碍生及其所在班级六门课程的课堂教学活动,对教师课堂教学行为及在相关教学行为倾向下的课堂情况进行观察记录,并分析不同课程中教师的课堂教学行为状况及其倾向性,探索不同课堂教学行为倾向下的课堂情况是否存在差异。研究还以两名问题行为突出的学生为个案,进一步了解不同教师面对学生同一(或类似)问题行为,或同一教师在面对不同学生类似的问题行为时课堂教学行为上的差异及其对学生表现带来的影响。研究发现:(1)多重障碍生教师的课堂教学行为倾向性既有共性又有差异性。各类型课程教师都常进行呈示行为、提事实性问题、进行个别指导和课堂问题行为的处理。但在呈示方式、理答方式、指导方式上存在差异。(2)不同课程教师课堂教学行为倾向下的班级课堂情况存在差异。该班级在偏感知运动能力训练课程教师之课堂教学行为倾向下的课堂情况最优,但在数学教师的课堂教学行为倾向下的课堂情况优于其在体育教师课堂教学行为倾向下的课堂情况。(3)个案学生在不同课程教师的课堂教学行为倾向下的课堂参与度存在差异,且教师应对二者课堂问题行为的方式也存在差异。对甲生用取消权利、"约定"规则、适当增加任务难度等方式比较有效,对乙生用创设情境和积极引导方式更有效。(4)多重障碍生教师的课堂教学行为可能受教师自身的专业背景、教学观念等内在因素和学生的课堂表现及专业的培训机会等外在因素的影响。基于前述研究发现,研究还就如何进一步改进多重障碍生教师课堂教学行为提出了相关建议。
[Abstract]:In recent years, the education of students with multiple disabilities has become a hot topic in the field of special education at home and abroad. It can provide reference information for carrying out more effective classroom teaching in the future. Based on the methods of classroom observation and interview, this study focuses on the classroom teaching activities of four students with multiple handicaps in a special school in Shanghai and six courses in their classes. Observing and recording teachers' classroom teaching behavior and the classroom situation under the tendency of related teaching behaviors, and analyzing the teachers' classroom teaching behaviors and their tendency in different courses. To explore whether there are differences in classroom situations under different classroom teaching behaviors. The study also took two students with outstanding problem behavior as a case study to learn more about the same (or similar) problem behavior faced by different teachers. Or the differences in classroom teaching behaviors of the same teacher in the face of similar problem behaviors of different students and their influence on students' performance. The findings are as follows: (1) there are similarities and differences in classroom teaching behaviors of students with multiple disabilities. Teachers of all kinds of courses often present behavior, ask factual questions, and deal with individual guidance and classroom problem behaviors. However, there are differences in presentation, answering and guidance. (2) there are differences in classroom teaching behaviors of different curriculum teachers. The classroom situation of this class is optimal under the tendency of classroom teaching behavior of teachers in the course of partial perceived motor ability training. However, the classroom situation under the tendency of mathematics teachers' classroom teaching behavior is better than that of physical education teachers' classroom teaching behavior tendency. (3) there are differences in the classroom participation of individual students under different curriculum teachers' classroom teaching behavior tendencies. There are also differences in teachers' ways of coping with classroom problems. It is more effective for students to cancel their rights, "agree" rules and appropriately increase the difficulty of their tasks. It is more effective for students to create situations and actively guide students. (4) the classroom teaching behavior of students with multiple obstacles may be influenced by the teachers' own professional background. The influence of internal factors such as teaching concept and students' classroom performance and professional training opportunity. Based on the above findings, some suggestions on how to further improve the classroom teaching behavior of students with multiple disabilities are put forward.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G760

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