基于教学反思的高校教师课堂行为研究

发布时间：2018-03-19 15:47

本文选题：高校教师　切入点：教学反思　出处：《湖南师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：随着高等教育大众化进程的推进,我国正面临着全面提高高等院校教育质量的重任,而教师的课堂教学行为无疑是影响高等教育教学质量最为重要的因素之一。教师课堂行为的改善需要教学反思,掌握有效反思的技巧,将教学反思落实到高校教师课堂行为的始末是创设高效课堂的关键。论文通过结合高校教师课堂教学的特殊性,以教学反思为视角对高校教师在课堂中的讲授、提问、组织课堂讨论、悉心指导学生练习(实验)及其他具体的课堂行为方式进行了应然分析。然后,对长沙市内6所高等院校(其中涵盖重点院校、一般院校、高职院校)的部分教师的课前准备情况、具体的课堂行为方式、教学反思和课后评价情况做了相关的问卷调查及访谈,对初始数据进行统计后又深入课堂对调查、访谈的结果进行对比验证。在此基础上,发现高校教师在课堂上能富有教学热情、进行条理清晰的课堂讲授,也开始注重师生间的互动和运用计算机教学辅助设备；同时还发现教师在课堂上对传统讲授法比较依赖,在课堂提问、课堂讨论及指导学生练习(实验)的技巧和实时反馈方面还有所缺失。针对当前课堂教师课堂行为的现状,分析了影响教师课堂行为的主要因素在于：教师的职业道德、知识水平、心理素质间的差异、教学反思程度,学校的教学氛围及各项政策,学生课堂表现等几个方面。最后,在详实的调查数据、访谈资料和文献资料分析基础上,提出了要提高教师教学反思意识和能力、更新教学理念和加强理论学习、增强教师教学效能感、建立健全教学激励机制来改善高校教师课堂行为的对策建议。
[Abstract]:With the advancement of the popularization of higher education, our country is faced with the task of improving the quality of higher education in an all-round way. The teacher's classroom teaching behavior is undoubtedly one of the most important factors affecting the teaching quality of higher education. It is the key to create efficient classroom to carry out the teaching reflection to the classroom behavior of college teachers. This paper combines the particularity of college teachers' classroom teaching, taking the teaching reflection as the angle of view to teach, ask questions, organize the classroom discussion to the university teachers in the classroom. The author carefully guided students to practice (experiment) and other specific classroom behavior. Then, six colleges and universities in Changsha city (including key colleges and universities, general colleges and universities) were analyzed. In higher vocational colleges, some teachers' preparation before class, specific classroom behavior, teaching introspection and evaluation after class were investigated by questionnaire and interview, and the initial data were collected and investigated in the classroom. The results of the interviews are compared and verified. On this basis, it is found that teachers in colleges and universities can be full of teaching enthusiasm in the classroom, conduct structured lectures, and begin to pay attention to the interaction between teachers and students and the use of computer-assisted teaching equipment. At the same time, it is found that teachers are more dependent on traditional teaching methods in class, and lack of skills and real-time feedback in classroom questioning, classroom discussion and teaching students' practice (experiment), aiming at the present situation of classroom teachers' classroom behavior. This paper analyzes the main factors influencing teachers' classroom behavior, such as teachers' professional ethics, knowledge level, differences in psychological quality, teaching reflection, school teaching atmosphere and various policies, students' classroom performance, and so on. On the basis of detailed investigation data, interview data and literature analysis, it is proposed to improve teachers' teaching reflective consciousness and ability, to renew teaching concept and strengthen theoretical study, and to enhance teachers' sense of teaching efficacy. To establish and improve the teaching incentive mechanism to improve the classroom behavior of college teachers.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G642.4

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