小学体育教师课堂管理行为的结构与特征

发布时间：2018-12-10 16:56

【摘要】：课堂管理是教学活动赖以生存的基本条件,是课堂教学活动顺利实施的重要保障。教师在课堂中的管理直接体现在外显行为上面,对课堂管理的研究首先要从行为开始。本研究以“课堂中教师以改善课堂秩序,保证教学顺利为目的,对学生问题行为和良好行为进行管理的一系列行为”为切入点,由下至上归纳总结,形成结构并进行验证。本研究是三个连续性的研究,旨在探索小学体育教师课堂管理行为的结构与特征。研究一在借鉴已有研究的基础上,对北京市5所小学15名小学体育教师进行访谈,初步建构小学体育教师课堂管理行为结构。研究二在研究—78个节点的基础上,通过观察体育课及访谈专家和学生,补充7个条目,删除5个条目最终形成80个条目的[小学体育教师课堂管理行为调查问卷]。对小学三、四、五、六年级学生发放问卷,回收有效问卷634份,进行项目分析,剩余27个条目,进行验证性因素分析,对小学体育教师课堂管理行为进行结构探讨。研究三对研究二删题后的634份问卷进行统计分析,对小学体育教师课堂管理行为特征进行描述。结论：1.通过访谈文本提炼78个一级编码,二级编码8个：提示、惩罚、解决矛盾、沟通、激励、管理趣味化、组织学生自我管理、制定常规要求。三级编码两个：将提示、惩罚、解决矛盾、沟通归为“处理问题行为”；将激励、管理趣味化、组织学生自我管理、制定常规要求归为“维持良好行为”。最终小学体育教师课堂管理行为结构分为两个个维度,即处理问题行为、维持良好行为。2.通过对研究一确定的维度进行验证,删除沟通维度,7维度模型拟合指标良好,说明七维度结构较稳定。另外,对七维度进行高阶验证,结果无法聚拢成研究一确定的二维度模型。3.小学体育教师更多的使用解决矛盾行为和制定常规要求来管理学生,较少的从管理趣味化来进行管理,且对高年级在除激励维度上其余六维度均采取更多的管理行为。
[Abstract]:Classroom management is the basic condition for teaching activities to survive and an important guarantee for the smooth implementation of classroom teaching activities. Teachers' management in the classroom is directly reflected in explicit behavior, and the study of classroom management begins with behavior. The purpose of this study is to improve the classroom order and ensure the smooth teaching in the classroom, and to manage the students' problem behavior and good behavior as the starting point, from the bottom up to sum up, form the structure and verify. The purpose of this study is to explore the structure and characteristics of classroom management behavior of PE teachers in primary schools. In the first study, based on the existing research, 15 PE teachers in 5 primary schools in Beijing were interviewed to construct the classroom management behavior structure of PE teachers in primary schools. On the basis of research -78 nodes, through observing PE class and interviewing experts and students, the second study added 7 items and deleted 5 items to form 80 items [Primary School physical Education Teachers classroom Management behavior questionnaire]. The third, fourth, fifth and sixth grade students were given questionnaires, 634 valid questionnaires were collected, the remaining 27 items were analyzed and verified factors were analyzed, and the structure of classroom management behavior of PE teachers in primary schools was discussed. In the third study, 634 questionnaires were statistically analyzed, and the characteristics of classroom management behavior of PE teachers in primary schools were described. Conclusion: 1. Through interviews, 78 primary codes and 8 secondary codes were extracted: hint, punishment, conflict resolution, communication, motivation, management interest, organization of students' self-management, and formulation of routine requirements. Three levels of coding two: prompt, punishment, conflict resolution, communication classified as "problem handling behavior"; incentive, management fun, organize students self-management, formulate routine requirements classified as "maintain good behavior". Finally, the structure of classroom management behavior of PE teachers in primary school is divided into two dimensions, that is, dealing with problem behavior and maintaining good behavior. 2. Through the verification of a certain dimension of the study, the 7 dimension model fits well, which shows that the structure of the seven dimensions is relatively stable. In addition, the high-order verification of the seven dimensions can not converge into a certain two-dimensional degree model. 3. Primary school physical education teachers more use of conflict solving behavior and the formulation of routine requirements to manage students, less from the management of fun to manage, and for senior students in the other six dimensions except the incentive dimension to take more management behavior.
【学位授予单位】：北京体育大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.8

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