大学体育课堂管理评价指标体系的构建

发布时间：2018-06-19 19:26

本文选题：大学体育课堂 + 课堂管理评价　；参考：《杭州师范大学》2015年硕士论文

【摘要】：课堂管理是教学活动的重要组成部分,是影响课堂教学质量的重要因素。课堂管理评价不仅可以帮助教师发现课堂管理中的不足,还可以提供改进策略,提高教师教学质量。但是截至目前,有关于课堂管理评价的研究较少,也鲜有文献完整的构建出大学体育课堂管理评价指标体系。为了给教师课堂管理提供有效借鉴,帮助教师进行合理高效课堂管理,提高教师教学质量,本文运用文献资料法、专家问卷法、层次分析法等科研方法,构建出规范统一的大学体育课堂管理评价指标体系。首先,通过文献资料法,在对相关研究进行综述的基础上明确课堂管理的概念、并以此对体育课堂管理进行了内涵外延的研究。然后,在上述理论研究的基础之上,制定专家问卷、选定专家组,进行问卷发放,通过三轮专家问卷确定大学体育课堂管理评价指标体系,并运用层次分析法对其进行赋权。最终得出一个关于大学体育课堂管理评级指标体系,包含4个一级指标:B1课堂常规管理、B2课堂环境管理、B3课堂活动管理、B4课堂问题行为;11个二级指标:C1设定课堂目标的能力、C2确定课堂规则的能力、C3物理环境的管理、C4心理社会环境的管理、C5选择课堂活动内容的能力、C6设计课堂活动程序、C7课堂活动方法的运用、C8课堂活动成效的评价、C9课堂活动的组织能力和协调能力、C10处理课堂冲突的能力、C11处理问题行为的能力;24个三级指标的指标体系:D1课堂目标清晰明确、D2目标适合学生的年龄特征,满足学生的发展要求、D3满足高校体育教育目标的需要、D4课堂规则明确合理可实施、D5空气流通、D6光线亮度、D7场地、器材管理、D8合理运用自然资源的能力、D9课堂教学气氛融洽、D10良好的师生关系、D11良好的同学关系、D12课堂活动运动量适宜、D13练习强度适宜、D14动作难度合理、D15内容的多样性能满足不同学生的兴趣和需要、D16教学步骤设计科学、合理、D17能合理支配有效的教学时间、D18教学方法使用科学适宜、D19学生技能掌握情况是否良好、D20能合理安排活动所需的人员、场地器材、D21组织形式具有创新性、D22组织教学中是否有安全保护措施、D23能正确认识并恰当处理课堂冲突、D24能正确认识并恰当处理问题行为。
[Abstract]:Classroom management is an important part of teaching activities and an important factor affecting classroom teaching quality. Classroom management evaluation can not only help teachers find out the shortcomings in classroom management, but also provide strategies to improve teachers' teaching quality. But up to now, there are few researches on classroom management evaluation, and few documents have constructed the evaluation index system of college physical education classroom management. In order to provide effective reference for teachers' classroom management, to help teachers carry out reasonable and efficient classroom management and to improve teachers' teaching quality, this paper applies the methods of literature, expert questionnaire, analytic hierarchy process and other scientific research methods. A standardized and unified evaluation index system of college physical education classroom management is established. Firstly, the concept of classroom management is defined on the basis of literature review, and the connotation and extension of PE classroom management are studied. Then, on the basis of the above theoretical research, we make the expert questionnaire, select the expert group, issue the questionnaire, determine the evaluation index system of college physical education classroom management through three rounds of expert questionnaires, and use the analytic hierarchy process (AHP) to empower it. Finally, a rating index system for college physical education classroom management is obtained. B 2 classroom environment management / B3 classroom activity management / B4 classroom problem behavior management; 11 second level indicators: C 1 ability to set classroom objectives / C 2 ability to determine classroom rules and C 3 physical environment management The ability of C5 to choose the contents of classroom activities; the Application of C6 Design procedure of classroom activities; the Application of C7 classroom activity methods; Evaluation of the effectiveness of C8 classroom activities; the Organization and Coordination ability of C9 classroom activities; C10 processing The ability of conflict in class is the ability of C11 to deal with problem behavior, and the target system of 24 three-level indicators: the goal of class: D1 is clear and clear, and the goal of D2 is suitable for the age characteristics of the students. To meet the requirements of students' development and to meet the goals of physical education in colleges and universities, the D4 classroom rules can be clearly and reasonably implemented, and the D5 ventilation and D6 light intensity and D7 site can be implemented. The ability of D8 to make rational use of Natural Resources D9 classroom Teaching atmosphere is harmonious D10 good Teacher-Student relationship D11 good Student relationship D12 classroom activity is appropriate D13 exercise intensity is appropriate D14 exercise difficulty is reasonable and D15 content is much more Sample can meet the interests and needs of different students. D16 teaching steps can be designed scientifically. Reasonable D17 can reasonably dispose of effective teaching time / D18 teaching method / use of scientific and appropriate teaching methods: are students of D19 good at mastering their skills and D20 can reasonably arrange the personnel required for their activities, If there are safety protection measures in teaching and learning of site equipment, can D23 correctly understand and properly handle classroom conflicts? D24 can correctly understand and deal with problem behavior.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G807.4

【参考文献】