大学课堂教师角色定位与分析研究
发布时间：2018-10-18 12:10
【摘要】：本研究以高校教师课堂角色研究为出发点,从学习经验角度建构教师角色模型,并基于ITIAS和教学行为层次划分提出角色定位编码方式,通过对该教师课堂教学实录进行编码量化对教师角色进行整体定位,并从中分析该教师的所存在的问题,提出相应的诊断性建议,并与教师核实沟通促进教师课堂教学质量的提升。从“提问”、“要求”两大教导行为维度,以教学流程为时间线,进行教师角色的细分演变分析讨论。并从经验获取、教学流程及整体角色对教师角色进行综合分析,并提炼出问题,给出相应的诊断性意见,并运用此研究推广至微格教学,以促进微格教学中师范生的角色层级转变,完善微格教学的目标。 全文分为六部分： 第一部分,绪论。该部分介绍了本研究的研究对象选取与反思、研究目的与研究方法、研究意义及研究的思路与研究流程设计。 第二部分,文献综述。包括本研究相关概念综述,如角色、课堂教学行为研究、课堂观察、课堂的社会性及课堂教学行为,并着重阐述了国内外教师角色的研究。 第三部分,课堂教师角色的建模及定位分析。该部分从经验之塔理论出发,构建了课堂教师模型,并在ITIAS和教学行为层次划分的基础上建构了课堂教师角色编码量表,用该量表进行定位分析,从角色角度分析该教师课堂存在的问题并给出相应的诊断性建议。 第四部分,大学课堂教师角色演化分析。从“提问”和“要求”行为入手,以课堂教学流程为主线,分析大学课堂角色演化,进一步从经验获取、教学流程、及教师角色整体进行角色演变综合的比较分析,提炼出该教师课堂教学中所存在的问题,并提出诊断性的建议。 第五部分,合法性验证。通过将该研究的过程应用到微格教学中,通过分析第一次微格教学视频,分析出问题,并提出相应的诊断性意见,反馈给学生,然后对第二次视频进行编码分析,看其是否促进了角色层级的转化以及获得角色演变成效。 第六部分,结语。该部分介绍了研究取得的成果及存在的不足的地方,并针对课题的进一步深入研究提出了思考。
[Abstract]:Based on the study of classroom role of college teachers, this study constructs a teacher role model from the perspective of learning experience, and puts forward the coding method of role location based on ITIAS and the division of teaching behavior levels. Through the coding quantization of the teacher's classroom teaching record, the overall orientation of the teacher's role is carried out, and the existing problems of the teacher are analyzed, and the corresponding diagnostic suggestions are put forward. And the teacher verifies the communication promotes the teacher classroom teaching quality enhancement. From the two dimensions of "asking questions" and "demands", and taking the teaching process as the time line, this paper analyzes and discusses the evolution of teachers' roles. And from the experience acquisition, the teaching process and the whole role to carry on the comprehensive analysis to the teacher's role, and abstracts the question, gives the corresponding diagnostic opinion, and uses this research to popularize to the microteaching, In order to promote the transformation of teachers' role level in microteaching, improve the goal of microteaching. The full text is divided into six parts: the first part, introduction. This part introduces the research object selection and introspection, the research purpose and research method, the research significance, the research thought and the research flow design. The second part, literature review. This paper includes a summary of related concepts, such as role, classroom teaching behavior, classroom observation, classroom sociality and classroom teaching behavior, and focuses on the research of teachers' roles at home and abroad. The third part, the classroom teacher role modeling and positioning analysis. Based on the theory of the tower of experience, this part constructs the classroom teacher model, constructs the classroom teacher role coding scale on the basis of ITIAS and the division of teaching behavior levels, and uses the scale to locate and analyze. This paper analyzes the problems existing in the teacher's classroom from the perspective of role and gives corresponding diagnostic suggestions. The fourth part, the university classroom teacher role evolution analysis. Starting with the behavior of "asking questions" and "requirements", taking the classroom teaching process as the main line, this paper analyzes the evolution of university classroom roles, and makes a comprehensive comparative analysis of the evolution of roles from experience acquisition, teaching process, and teachers' roles as a whole. The problems existing in the teacher's classroom teaching are abstracted and some diagnostic suggestions are put forward. The fifth part, legitimacy verification. By applying the research process to microteaching and analyzing the first microteaching video, the problems are analyzed, and the corresponding diagnostic opinions are put forward, then the second video is encoded and analyzed. See if it promotes the transformation of role-level and obtains the effect of role-evolution. The sixth part, conclusion. This part introduces the achievements and shortcomings of the research, and puts forward some thoughts on the further research.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G642.4
本文编号：2279086
[Abstract]:Based on the study of classroom role of college teachers, this study constructs a teacher role model from the perspective of learning experience, and puts forward the coding method of role location based on ITIAS and the division of teaching behavior levels. Through the coding quantization of the teacher's classroom teaching record, the overall orientation of the teacher's role is carried out, and the existing problems of the teacher are analyzed, and the corresponding diagnostic suggestions are put forward. And the teacher verifies the communication promotes the teacher classroom teaching quality enhancement. From the two dimensions of "asking questions" and "demands", and taking the teaching process as the time line, this paper analyzes and discusses the evolution of teachers' roles. And from the experience acquisition, the teaching process and the whole role to carry on the comprehensive analysis to the teacher's role, and abstracts the question, gives the corresponding diagnostic opinion, and uses this research to popularize to the microteaching, In order to promote the transformation of teachers' role level in microteaching, improve the goal of microteaching. The full text is divided into six parts: the first part, introduction. This part introduces the research object selection and introspection, the research purpose and research method, the research significance, the research thought and the research flow design. The second part, literature review. This paper includes a summary of related concepts, such as role, classroom teaching behavior, classroom observation, classroom sociality and classroom teaching behavior, and focuses on the research of teachers' roles at home and abroad. The third part, the classroom teacher role modeling and positioning analysis. Based on the theory of the tower of experience, this part constructs the classroom teacher model, constructs the classroom teacher role coding scale on the basis of ITIAS and the division of teaching behavior levels, and uses the scale to locate and analyze. This paper analyzes the problems existing in the teacher's classroom from the perspective of role and gives corresponding diagnostic suggestions. The fourth part, the university classroom teacher role evolution analysis. Starting with the behavior of "asking questions" and "requirements", taking the classroom teaching process as the main line, this paper analyzes the evolution of university classroom roles, and makes a comprehensive comparative analysis of the evolution of roles from experience acquisition, teaching process, and teachers' roles as a whole. The problems existing in the teacher's classroom teaching are abstracted and some diagnostic suggestions are put forward. The fifth part, legitimacy verification. By applying the research process to microteaching and analyzing the first microteaching video, the problems are analyzed, and the corresponding diagnostic opinions are put forward, then the second video is encoded and analyzed. See if it promotes the transformation of role-level and obtains the effect of role-evolution. The sixth part, conclusion. This part introduces the achievements and shortcomings of the research, and puts forward some thoughts on the further research.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G642.4
【参考文献】
相关博士学位论文 前1条
1 吴郑红;教学视频的语义标注研究[D];华东师范大学;2011年
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