LICC范式在物理教育硕士教学技能提升中的个案研究

发布时间：2018-06-28 06:14

本文选题：课堂观察 + LICC范式　；参考：《四川师范大学》2017年硕士论文

【摘要】：作为专业的听评课观察范式,LICC范式在理论与实践中得到了广泛的应用。LICC范式观察课堂教学情况,包括学生学习(Learning)、教师教学(Instruction)、课程性质(Curriculum)与课堂文化(Culture)四个要素。规范了课堂观察的基本程序与关键环节。教育实习对物理教育硕士教学技能的提升至关重要,如何反应物理教育硕士在教学技能方面的提升就需要借助课堂观察的手段。本文旨在将课堂观察LICC范式引入物理课堂,为物理教育硕士实习期间教学技能的提升提供有针对性的课堂评价依据。文章采用个案调查法、访谈法以及课堂观察法进入成都石室中学对四川师范大学三名物理教育硕士在实习初、后期的课堂教学进行研究,通过LICC范式的量化分析,结合学生与指导教师的多方评论为教学技能的提升给出有针对性的评价。本文分为三章。先是对课堂观察、教学技能进行概念阐述,并对课堂观察在教学技能中的研究进行文献综述,然后阐述本研究依据,接着以“教师教学”要素制定课堂观察量表,进入成都石室中学,观察、记录物理教育硕士在实习初、后期间的课堂教学情况,最后从授课情况、学生与指导教师评价对教学技能进行对比,得出结论与研究的不足。本文借助课堂观察LICC范式的量化分析,从教学环节、教学活动、教学手段三个角度对四川师范大学三名物理教育硕士在实习期间的授课情况进行应用研究。通过本文的应用为课堂观察LICC范式的实践提供一些有益的参考与借鉴。
[Abstract]:As a professional observation paradigm of listening and evaluation, LICC paradigm has been widely used in theory and practice. LICC paradigm has been widely used to observe classroom teaching, including four elements: learning by students, instruction by teachers, curriculum nature and culture. The basic procedure and key links of classroom observation are standardized. The teaching practice is very important to the improvement of the teaching skill of the master of physics education. How to reflect the improvement of the teaching skill of the master of physics education needs the means of classroom observation. The purpose of this paper is to introduce the LICC paradigm of classroom observation into the physics classroom, and to provide a targeted basis for classroom evaluation for the improvement of teaching skills during the master's practice in physics education. This paper adopts case investigation method, interview method and classroom observation method to study the classroom teaching of three masters in physics education of Sichuan normal University in the early and late stages of practice, and through the quantitative analysis of LICC paradigm. Combined with the multiple comments of students and guidance teachers, this paper gives a targeted evaluation for the improvement of teaching skills. This paper is divided into three chapters. First of all, the concept of classroom observation and teaching skills is expounded, and the research of classroom observation in teaching skills is reviewed, then the basis of this study is expounded, and then the classroom observation scale is formulated with the elements of "teacher teaching". After entering Shizhang Middle School in Chengdu, the author observes and records the teaching situation of master of physics education in the beginning and later period of practice. Finally, the author compares the teaching skills between the students and the guidance teachers from the teaching situation, and draws the conclusion and the deficiency of the research. Based on the quantitative analysis of LICC paradigm observed in class, this paper makes an applied study on the teaching situation of three masters of physics education in Sichuan normal University from the aspects of teaching links, teaching activities and teaching means. The application of this paper provides some useful reference for classroom observation of LICC paradigm.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G643;O4-4

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