课堂有效教学的师生互动行为研究

发布时间：2018-01-22 10:06

  本文关键词： 课堂有效教学 师生互动行为 目标导向行为 响应学习行为 反馈与评价行为　出处：《上海师范大学》2015年博士论文　论文类型：学位论文

【摘要】：课堂教学实质上是师生互动的过程,对课堂有效教学师生互动的行为指标和行为特征进行实证分析,不仅能够诊断和改进新手教师的课堂互动行为、提升课堂互动的效率,同时可以创新有效教学知识,完善有效教学的理论体系,因此,本研究具有重要理论意义和实践价值。研究从理论和实践两个角度构建课堂有效教学的师生互动行为分析框架,并运用该分析框架对昆山市S小学的课堂师生互动行为指标结构、核心要素与行为特征进行个案剖析。以有效教学的概念界定为前提,通过对昆山市S小学教师课堂师生互动行为的个案分析,归纳、概括并提出课堂有效教学的师生互动行为指标结构、核心要素以及行为特征;并通过专家型教师的课堂互动行为案例分析,探索、发现和提出新手教师课堂有效互动行为的改进对策和建议。研究主要解决下述三个问题:①通过文献梳理,了解师生互动行为与有效教学的研究现状,着重探讨课堂师生互动行为与有效教学的关系,解决“为什么要以有效教学为研究前提”的问题。②从理论和实践两个角度构建课堂有效教学的师生互动行为分析框架,着重探讨选择“三维度十二指标四十七要素”的原因,解决“拿什么分析”和“分析什么”的问题。③以昆山市S小学为研究个案,着重探讨优质课堂中师生互动行为指标结构、核心要素与行为特征,并通过寻找新手教师常态课中互动行为存在问题,提出因应性改进和提升策略。本研究的主要观点和结论包括:第一,目标导向(Goall---Oriented Oriented dd))GRFE结构是优质课堂中师生互动行为指标结构。具体包含“三维十二指标四十七要素”的内容体系和编码体系,“三维”指教师目标导向行为、学生响应学习行为和教师反馈与评价行为;“十二指标”指讲解、呈示、提问、强化、指导与答疑、倾听与对话、参与、应答、提问与质疑、学生评价、反馈、教师评价。“四十七要素”则主要包含每个行为指标中的可操作的、可观测的行为要素或行为特征。第二,师生互动行为是引导学生探究建构学习共同体的重要手段。优质课堂中的教师常采取讲解与呈示、提问等行为引导学生参与思考,并通过对学生响应学习行为的回应或反馈,推进学生深度思维,与学生共同探讨和构建学习结论,教师与学生的行为是相互影响相互作用的。第三,有效教学的师生互动行为具有区别于一般课堂的指标结构与行为特征。在行为指标上,优质课堂与常态课堂没有太大差别,都多样化使用讲解、呈现、提问、强化、指导与答疑以及倾听与对话等行为。但在核心要素和行为特征上存在显著差异,优质课堂中,教师的行为指向更加多元化,任务更加具体化。第四,学生的学习行为(一般)是响应教师目标导向行为的结果,而在有效课堂中会有学生自主发出指向学习目标的行为。优质课堂中,学生会在既定答案的基础上进一步思维,发表自己的见解,或提出自己的质疑,有时也会对学生的学习进行评价。第五,有效课堂中频繁出现指向目标达成的反馈与评价行为。优质课堂中教师有不同指向的反馈行为出现,在个别化反馈和全班化反馈中交叉出现提问性反馈和作业-练习性反馈。特别是提问性反馈,教师会针对任务要求给予多元化反馈。评价则直接指向学习目标达成,不论是课堂作业还是评价学生作业,还是课后总结与反思,都指向了教学目标。上述结论对诊断和评价新手教师的课堂互动行为具有一定的参考价值,对有针对性的开展新手教师培训,帮助教师逆转教学思维,教学出发点由“教”转“学”,更加合理有效运用讲解、提问等行为,更加关注学生学习行为,更加注重课堂反馈与评价等具有重要借鉴意义。
[Abstract]:The classroom teaching is essentially a process of interaction between teachers and students, to analyze the behavior index and behavior characteristics of effective classroom teaching of teacher-student interaction, classroom interaction can not only diagnose and improvement of novice teachers, improve the efficiency of classroom interaction, and can effectively improve the theory of knowledge innovation teaching, effective teaching system, therefore, the study has important the theoretical significance and practical value. The teacher-student interaction research construction from two aspects of theory and practice of effective teaching in classroom analysis framework, and using the analysis framework of classroom division of Kunshan S primary school students interaction index structure, core elements and behavioral characteristics of the case analysis. The concept of effective teaching is defined as the premise, through the case the teachers and students of teachers' classroom interactive behavior in Kunshan S primary school analysis, summarized, summarizes and proposes the effective teaching behavior of teachers and students interaction index. The core elements and behavior characteristics; and explores through case class interaction of expert teachers, analysis, discovery and improvement countermeasures and suggestions are put forward for novice teachers classroom effective interaction behavior. Research mainly solves the following three problems: 1. Through literature review, the current study on teacher-student interaction and effective teaching, discusses the relation between the classroom teacher-student interaction and effective teaching, to solve the "Why study premise" problems in effective teaching. Teachers and students interactive construct effective classroom teaching from two aspects of theory and Practice for the analysis framework, focuses on the selection of "three-dimensional twelve index forty-seven elements", "what" analysis and solve analysis of "what". According to the Kunshan S primary school as a case study, focuses on the quality of classroom interaction between teachers and students behavior index structure, core elements and line As the characteristic, and by searching for the novice teachers in the normal course of interaction problems, put forward for improvement and promotion strategies. The main viewpoints and conclusions of this study include: first, goal oriented (Goall---Oriented) Oriented DD) GRFE structure is the interaction between teachers and students in the classroom. The quality behavior index structure includes "content system and encoding system twelve dimensional index forty-seven elements", "three" refers to the teacher goal-directed behavior, students learning behavior response and teachers' feedback and evaluation; "Twelve index" to explain, presenting, questioning, strengthening, guidance and answering questions, and listen to the dialogue, participation, response, questioning and questioning, student evaluation, feedback. The teacher evaluation. The "forty-seven elements" is included in each performance index, operational, behavioral factors or behavioral characteristics can be observed. Second, the interaction between teachers and students to guide students to study the construction of schools An important means of learning community. The quality of classroom teachers often take explanation and presentation, questioning behavior to guide students in thinking, and through the response of learning behavior in response to students or feedback, promote students' deep thinking, and students to explore and construct the learning results, teachers and students' behavior is interacting. Third, the index structure and behavior characteristics of the teacher-student interaction of effective teaching is different from the general class. The behavioral indicators, high-quality classroom there is not much difference with the normal classroom, using diverse explanations, presentation, questions, strengthen guidance and answering questions, and listen to the dialogue and action. But there were significant differences in the core elements and the behavior characteristic, quality class, teachers' behavior to more diversified, more specific task. Fourth, students' learning behavior (general) is the response of teachers' goal-directed behavior The results in effective classroom will be issued to students' autonomous learning goal behavior. High quality in the classroom, students will further thinking based on the answers given, express their opinions, or questions, sometimes to evaluate the students' learning. Fifth, frequent feedback and evaluation act the goal of the effective classroom. Teachers with high-quality classroom feedback behavior of different points, in individual feedback and the feedback in cross questioning and feedback operation practice feedback. Especially the question of feedback, teachers will give feedback on task requirements. Diversified evaluation directly to the learning objectives, regardless of is the classroom evaluation of students' homework or homework, or class summary and reflection, pointing to the teaching goal. The conclusion of classroom interaction for diagnosis and evaluation of novice teachers with There is a certain reference value for targeted training of novice teachers, help teachers to reverse the teaching of thinking, teaching the starting point from "teaching" to "learning", more reasonable and effective use of explanations, questioning behavior, pay more attention to students' learning behavior, has important significance to pay more attention to classroom feedback and evaluation.

【学位授予单位】：上海师范大学
【学位级别】：博士
【学位授予年份】：2015
【分类号】：G622.4
，

本文编号：1454376