课堂教学行为的微观结构与学生认知状态的演化类型
发布时间：2018-11-23 07:55
【摘要】：通过对100多节常态课的观察和分析,发现课堂教学中的教师行为和学生行为存在"梯形对应"和"树型分叉"两种典型的微观结构;学生的认知状态存在"自会聚"、"自创生"和"自维持"三种演化类型。用自组织理论对教学行为微观结构和学生认知状态演化类型之间的关系进行分析,可以发现:在事实性知识教学中,教师行为和学生行为往往呈现出"梯形对应"结构,学生认知状态一般会发生"自会聚";在理论性知识教学中,教师行为和学生行为往往呈现"树形分叉"结构,学生认知一般发生"自创生"。提高教学行为的有效性,促进学生认知状态发生积极变化需要注意的前提条件是:明确教学内容类型、教学行为结构和学生认知状态发展之间的对应关系;营造能够使课堂教学发生"自组织"的前提条件。
[Abstract]:Through the observation and analysis of more than 100 normal classes, it is found that there are two typical microstructures in classroom teaching: trapezoidal correspondence and tree-like bifurcation. There are three types of evolution in students' cognitive state: self-convergence, self-creation and self-maintenance. Based on the self-organization theory, the relationship between the microstructure of teaching behavior and the types of students' cognitive state evolution is analyzed. It can be found that in factual knowledge teaching, the teacher's behavior and student's behavior often show "trapezoidal correspondence" structure. Students' cognitive state usually occurs "self-convergence"; In the teaching of theoretical knowledge, teachers' behavior and students' behavior often present "tree bifurcation" structure, and students' cognition generally occurs "self-creation". In order to improve the effectiveness of teaching behavior and promote the positive change of students' cognitive state, the following preconditions should be paid attention to: clarifying the corresponding relationship between the type of teaching content, the structure of teaching behavior and the development of students' cognitive state; Create the premise that can make classroom teaching "self-organization".
【作者单位】： 河北师范大学化学与材料科学学院;东北师范大学化学学院化学教育研究所;天津师范大学教师教育学院;
【基金】：河北省教育厅人文社会科学研究项目《新课程背景下高效课堂教学行为的发生条件和演化机制》(项目编号:GH132059) 河北师范大学2012年度教师教育改革专项研究项目《改善顶岗实习生教学信念和教学行为的有效策略研究》 天津市教育科学“十二五”规划重点课题《化学HPS教学的理论与实践研究》(课题批号:HE1015)的研究成果
【分类号】：G424
本文编号：2350851
[Abstract]:Through the observation and analysis of more than 100 normal classes, it is found that there are two typical microstructures in classroom teaching: trapezoidal correspondence and tree-like bifurcation. There are three types of evolution in students' cognitive state: self-convergence, self-creation and self-maintenance. Based on the self-organization theory, the relationship between the microstructure of teaching behavior and the types of students' cognitive state evolution is analyzed. It can be found that in factual knowledge teaching, the teacher's behavior and student's behavior often show "trapezoidal correspondence" structure. Students' cognitive state usually occurs "self-convergence"; In the teaching of theoretical knowledge, teachers' behavior and students' behavior often present "tree bifurcation" structure, and students' cognition generally occurs "self-creation". In order to improve the effectiveness of teaching behavior and promote the positive change of students' cognitive state, the following preconditions should be paid attention to: clarifying the corresponding relationship between the type of teaching content, the structure of teaching behavior and the development of students' cognitive state; Create the premise that can make classroom teaching "self-organization".
【作者单位】： 河北师范大学化学与材料科学学院;东北师范大学化学学院化学教育研究所;天津师范大学教师教育学院;
【基金】：河北省教育厅人文社会科学研究项目《新课程背景下高效课堂教学行为的发生条件和演化机制》(项目编号:GH132059) 河北师范大学2012年度教师教育改革专项研究项目《改善顶岗实习生教学信念和教学行为的有效策略研究》 天津市教育科学“十二五”规划重点课题《化学HPS教学的理论与实践研究》(课题批号:HE1015)的研究成果
【分类号】：G424
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