课堂教学中思维互动的案例研究

发布时间：2019-02-09 13:06

【摘要】：随着课堂教学改革的深入,课堂互动作为课堂教学最为典型的特征进入了研究者的视野。课堂互动的实质是教师与学生在对话交流中借助教学媒介促进思维发展的过程。此外,学生发展核心素养中对思维发展的诉求要求我们必须关注课堂教学中思维互动存在的问题。因此,思维互动有效性的高低逐渐成为焦点问题。为探寻教师与学生在课堂教学中思维互动的状况,在前人研究基础上,本研究针对课堂教学中思维互动中的“提问—应答”过程,依据安德森教育目标分类框架探测其背后的思维层级,推断出课堂教学中思维互动的具体情况,即对课堂教学中高效思维互动的特性进行概括,对低效思维互动的原因进行探析,并提出改进策略,以期为课堂教学中思维互动的后续研究提供可能的借鉴。首先,分析、整理相关研究文献,以明晰课堂教学中思维互动的相关概念,包括思维的类型、结构,外显形式及思维互动的层级等;其次,为了解当前课堂教学中思维互动的现状,运用案例分析,从思维互动的主体、深度和广度探析高效思维互动的若干特性;再次,运用课堂实录、访谈调查、录像分析等方式收集低效思维互动的资料,形成观察案例,进一步探究思维互动中存在问题并进行归类分析;最后,依据高效思维互动的特性,并针对低效思维互动的原因提出若干改进建议。经研究发现,课堂教学中高效思维互动的特性有:教师善于启发引导,激发学生思维;逐步提升问题的思维层级,发展学生思维;重视学科思维的渗透。低效思维互动存在的问题,师生之间的思维互动架空,教师偏重单一类型的思维,以及思维互动的层级较低等现象。探寻低效思维互动的原因为,功利化的教学目标、教师思维互动的意识薄弱、教师思维互动的能力不足等。依据研究的结论,本研究对教师提出如下改进建议:在课堂教学的过程中,教师要关注学生思维萌芽、外显学生思维过程,并设法对接思维互动的层级,进而助推学生思维的发展。期望这些建议能为教师与学生开展高效思维互动提供参考。
[Abstract]:With the deepening of classroom teaching reform, classroom interaction, as the most typical feature of classroom teaching, has entered the researchers' field of vision. The essence of classroom interaction is the process of promoting the development of thinking by means of teaching medium in the dialogue and communication between teachers and students. In addition, the demand for the development of thinking in the development of students' core literacy requires us to pay attention to the problems existing in the interaction of thinking in classroom teaching. Therefore, the level of effectiveness of interactive thinking has gradually become the focus of the issue. In order to explore the interaction of thinking between teachers and students in classroom teaching, based on previous studies, this study aims at the process of questioning and answering in the interaction of thinking in classroom teaching. According to the classification framework of Anderson's educational objectives, this paper probes into the level of thinking behind it, and deduces the concrete situation of thinking interaction in classroom teaching, that is, generalizing the characteristics of efficient thinking interaction in classroom teaching. This paper probes into the causes of the interaction of inefficient thinking and puts forward some improving strategies in order to provide a possible reference for the follow-up study of the interaction of thinking in classroom teaching. First of all, it analyzes and arranges the relevant research documents in order to clarify the related concepts of thinking interaction in classroom teaching, including the types, structures, explicit forms and levels of thinking interaction in classroom teaching. Secondly, in order to understand the current situation of thinking interaction in classroom teaching, using case analysis, from the main body, depth and breadth of thinking interaction to explore the characteristics of effective thinking interaction; Thirdly, using classroom record, interview investigation, video analysis and other methods to collect the information of inefficient thinking interaction, form observation cases, further explore the existing problems in thinking interaction and conduct classification analysis; Finally, according to the characteristics of high efficiency thinking interaction, some improvement suggestions are put forward for the reason of low efficiency thinking interaction. Through the research, it is found that the interactive characteristics of efficient thinking in classroom teaching are: teachers are good at enlightening and guiding, stimulating students' thinking; gradually upgrading the thinking level of problems, developing students' thinking; and attaching importance to the infiltration of subject thinking. The problems of inefficient thinking interaction, the thinking interaction between teachers and students, teachers' emphasis on a single type of thinking, and the low level of thinking interaction. The reasons for exploring the interaction of inefficient thinking are: the teaching goal of utilitarianism, the weak consciousness of teachers' thinking interaction, the insufficiency of teachers' ability of thinking interaction, etc. According to the conclusion of the study, this study puts forward the following suggestions to teachers: in the process of classroom teaching, teachers should pay attention to the students' thinking germination, show the students' thinking process, and try to connect with the level of thinking interaction. And then promote the development of students'thinking. It is hoped that these suggestions can provide a reference for teachers and students to carry out effective thinking interaction.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G424

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