小学语文课堂中教师理答行为的研究

发布时间：2018-03-09 20:58

本文选题：小学语文　切入点：语文教师　出处：《山东师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：理答是指教师对学生回答问题后的反应和处理，课堂理答行为是小学语文课堂教学中必不可少的环节，但是目前小学语文课堂中教师理答行为仍存在一些问题，其相关研究不足，不能满足实践的需要。因此，本研究着眼于小学语文课堂，通过课堂观察、访谈等方法对教师课堂理答现状进行研究，采用质性研究和量性研究相结合，得出小学语文课堂中教师理答行为存在的问题，并试图对其存在的问题进行归因，最终提出相应的改进策略。本文主要分为四部分。第一部分是小学语文课堂教师理答行为的概述。笔者对相关概念进行了界定并提出有效理答行为的五个表征：保证课堂课堂提问的有效性；理答语言准确丰富；合理运用多种理答类型；坚持赏识为主的原则；促进学生语文学习能力的提升。第二部分是小学语文课堂中教师理答行为的研究所得。笔者通过课堂观察法和访谈法相结合，对小学语文教师课堂理答现状从定量和定性两方面进行分析从而得出较为全面的教师课堂理答现状。定量分析主要针对小学语文教师课堂理答总体频数和四种课堂理答类型在课堂中使用频率两个方面进行研究。定性分析主要从小学语文教师课堂理答内容、教师课堂理答语言和教师理答态度三个方面进行研究。第三部分是小学语文课堂中教师理答行为存在的问题及归因分析。从教师理答观念、课堂理答前、理答过程中和理答后四个方面对课堂理答现状进行分析，发现存在教师理答意识淡薄、理答预设低效、理答技巧使用欠缺和理答反思不足的问题。基于以上问题，笔者从教师受传统课堂教学观念的禁锢、教师学科专业知识匮乏、教师受课堂理答经验的限制和教师自我反思氛围的缺失四个方面进行了归因分析。第四部分是小学语文课堂中教师有效理答行为策略。针对笔者观察到的课堂理答行为存在的一些问题，笔者从以下四个方面探索有效的课堂理答行为的策略和途径，从而为一线教师有效理答行为提供一些参考。首先需要增强小学语文教师理答意识，确立以学生为本的理念，强化“教学对话”的思维；其次小学语文教师需要做好理答前的准备，精心研读文本，准确把握教学目标，课前充分预设，悉心设置课堂提问；再次教师需要在课堂中巧妙运用理答技巧，充分发挥教学机智，，合理运用理答类型；最后注重理答后的反思，理答后要及时反思，提升反思的艺术风格。
[Abstract]:Rational answer refers to the teacher's response and treatment to the students' answering questions. The classroom answering behavior is an essential link in the primary school Chinese classroom teaching. However, there are still some problems in the teacher's answering behavior in the primary school Chinese classroom. Therefore, this study focuses on the primary school Chinese classroom, through classroom observation, interviews and other methods to study the current situation of teachers' classroom answers, using qualitative research and quantitative research. This paper concludes the problems existing in teachers' answering behavior in primary school Chinese classroom, and attempts to attribute the existing problems, and finally puts forward corresponding improvement strategies. This paper is mainly divided into four parts. The first part is an overview of the teacher's answering behavior in primary school Chinese classroom. The author defines the relevant concepts and puts forward five representations of effective answering behavior: ensuring the effectiveness of classroom questioning, rich and accurate answer language; Rational use of various types of answer; adhere to the principle of appreciation; promote the improvement of students' Chinese learning ability. The second part is the research of teachers' answering behavior in primary school Chinese classroom. The author combines the classroom observation method with the interview method. The present situation of classroom answering of primary school Chinese teachers is analyzed from both quantitative and qualitative aspects, and a more comprehensive situation of classroom answer is obtained. The quantitative analysis is mainly aimed at the overall frequency of classroom answering and four classes for primary school Chinese teachers. The qualitative analysis mainly from the primary school language teacher classroom answer content, the qualitative analysis mainly from the primary school Chinese teacher classroom principle answer content, the qualitative analysis mainly from the primary school Chinese teacher classroom answer content, Teachers' classroom answering language and teachers' attitude are studied. The third part is the problem and attribution analysis of teacher's answering behavior in primary school Chinese classroom. It is found that there are some problems such as weak awareness of reasoning and answer, low efficiency of reasoning and answer presupposition, insufficient use of reasoning and answering skills and insufficient reflection of reasoning and answering. Based on the above questions, the author finds that teachers are confined by traditional classroom teaching concepts, and teachers lack of professional knowledge in their subjects. The attribution analysis is carried out in four aspects: teachers are restricted by classroom answering experience and teachers lack of self-reflection atmosphere. The 4th part is the strategies of teachers' effective answering behavior in primary school Chinese classroom. In view of some problems of classroom answering behavior observed by the author, the author explores the strategies and approaches of effective classroom answering behavior from the following four aspects. So as to provide some reference for teachers' effective answering behavior. Firstly, it is necessary to strengthen the sense of answering and reasoning of primary school Chinese teachers, establish the student-oriented concept, and strengthen the thinking of "teaching dialogue". Second, Chinese teachers in primary schools need to prepare well before answering questions, study the text carefully, grasp the teaching objectives accurately, set up questions carefully before class, and once again, teachers need to skillfully use answering skills in the classroom. Give full play to the teaching wit, reasonable use of the type of answer; finally, pay attention to the reflection after the answer, after the timely reflection, improve the artistic style of reflection.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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