小学低年级语文教师课堂反馈研究

发布时间：2018-03-30 20:30

本文选题：课堂反馈　切入点：反馈类型　出处：《华东师范大学》2015年硕士论文

【摘要】：课堂反馈是课堂教学的重要环节,它是促进学生学习的重要因素,是教师进行教学决策的重要依据,也是建构良好师生关系的重要手段。然而,目前课堂反馈存在反馈缺乏正能量、教师对反馈不够重视以及国内教育教学研究中缺乏相关研究的问题。因此,对课堂反馈进行研究十分必要。鉴于此,本研究拟以小学低年级语文课堂为例来分析目前教师的课堂反馈,以便为教学实践提供一定的参考。本研究在文献分析的基础上建构了基于反馈信息性质和反馈倾向性的课堂反馈分析框架,在此基础上我们运用课堂观察的方法获取相关数据,通过对上述数据进行编码并处理,得出了如下研究结论：在整体上,语文教师课堂反馈的五种主要形式的分布情况是：推进性反馈评价性反馈提示性反馈复述性反馈没有反馈,也就是说,五种反馈中推进性反馈是语文教师最常用的课堂反馈方式,而很少有教师对学生的表现不采取反馈。具体分布上：评价性反馈中,绝大多数为积极评价；提示性反馈中,绝大多数为提示答题行为；推进性反馈中,绝大多数为追问和转问；复述性反馈中,绝大多数为口头反馈。在整个教学事件中教师的课堂反馈呈现出的结构是："TI-SP-FP2-FP2…-FP3-FEl/FN"。在整体上输出型和输入型教学事件的分布比重的趋势都比较一致,即推进性反馈比重最大,其次是评价性反馈,然后是提示性反馈,接着是重复性反馈,最后是没有反馈的情况。不过在五种课堂反馈上的分布还是存在一些差异,具体表现为：在提示性反馈上,输出类教学事件所占比重要明显比输入类教学事件大；而在复述性反馈上,输入类教学事件所占比重要明显比输出类教学事件大。教龄不同的教师课堂反馈的具体策略存在差异,具体表现为：10年以上教龄教师比卜5年、6-10年教师更倾向于采用复述性和推进性反馈。本研究发现课时不同,教师的课堂教学反馈的方式也存在差异,具体表现为：第一课时更多采用积极评价、追问；第二课时更多采用转问、口头重复。总之,本研究发现小学低年级语文教师的课堂反馈存在多方面的差异,这提示我们不同的教学事件、教师教龄以及课时所运用的课堂反馈方式是不同的。
[Abstract]:Classroom feedback is an important link in classroom teaching, an important factor to promote students' learning, an important basis for teachers to make teaching decisions, and an important means to construct a good teacher-student relationship. At present, there are some problems in classroom feedback, such as lack of positive energy of feedback, insufficient attention to feedback by teachers and lack of relevant research in domestic educational and teaching research. Therefore, it is very necessary to study classroom feedback. This study aims to analyze the current teachers' classroom feedback by taking the Chinese classroom in the lower grade of primary school as an example. In order to provide a certain reference for teaching practice. Based on the literature analysis, this study constructs a classroom feedback analysis framework based on the nature of feedback information and feedback orientation. On this basis, we use the method of classroom observation to obtain relevant data. By coding and processing the above data, the following conclusions are drawn: on the whole, the distribution of five main forms of Chinese teachers' classroom feedback is: the driving feedback, the evaluative feedback, the indicative feedback, the repetitive feedback, the lack of feedback. That is to say, among the five kinds of feedback, push feedback is the most commonly used way of classroom feedback for Chinese teachers, but few teachers do not take feedback on students' performance. In prompt feedback, the vast majority are prompt response behavior; in propulsive feedback, the vast majority are questioning and referral; in retelling feedback, Most of them are oral feedback. In the whole teaching event, the teacher's classroom feedback presents the following structure: "TI-SP-FP2-FP2... -FP3-FEl-FN". On the whole, the distribution of output-type and input-type teaching events is more consistent, that is, the proportion of propulsive feedback is the largest. Then there are evaluative feedback, then indicative feedback, then repetitive feedback, and finally, no feedback. But there are still some differences in the distribution of feedback in the five classes. The proportion of output teaching events is obviously larger than that of input teaching events, and in the case of repetitive feedback, The proportion of input teaching events is more important than that of output teaching events. The specific strategies of classroom feedback for teachers with different teaching years are different. The main results are as follows: teachers with more than 10 years of teaching age are more likely to adopt repetitive and propulsive feedback than teachers from 6 to 10 years of teaching age. This study found that teachers have different ways of feedback in classroom teaching when class hours are different. The specific manifestations are as follows: the first class is more positive evaluation, the second class is more used to turn questions, oral repetition. In short, this study found that there are many differences in the classroom feedback of Chinese teachers in the lower grade of primary school. This suggests that different teaching events, teachers' teaching years and classroom feedback methods are different.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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