化学课堂常见基元教学行为链实施质量的表征及评价研究

发布时间：2018-06-13 14:45

本文选题：化学课堂教学 + 基元教学行为链　；参考：《东北师范大学》2015年博士论文

【摘要】：教学行为是化学课堂教学的实施载体,是教师教育理念及教学主张最直接的表现形式,化学知识与技能、情感态度与价值观在每一个教与学的过程中逐步建构起来。然而,在理论层面上,当前的教学行为研究尚缺乏公共理论,且教师存在个人理论建构困难;在实践层面,教师参与教学行为研究的主体性严重缺失,教学行为与新课程理念存在不匹配现象。从系统论视角分析,化学课堂教学系统由一个个基元教学系统按一定逻辑顺序链接而成,实践表现为一个个具有一定逻辑关系的基元教学行为链。在郑长龙教授课题组的前期研究中,已经确立了基元教学行为链实施质量对基元教学系统教学有效性的决定作用。本研究在课题组前期研究基础之上,开展了化学课堂常见基元教学行为链实施质量的表征及评价研究,主要包括以下几个方面的具体内容。◎化学课堂常见基元教学行为链的定性表征。结合教育学、心理学、传播学、系统科学等相关理论,阐释了各类型基元教学行为链实施质量评价维度的影响机理及影响程度。◎化学课堂常见基元教学行为链实施质量的定量表征。在定性表征的基础之上,建构了化学课堂6种常见基元教学行为链实施质量的定量表征模型。◎化学课堂常见基元教学行为链实施质量的水平表征。讨论了各类型基元教学行为链实施质量的水平等级问题,将各类型基元教学行为链实施质量划分为高、中、低三个水平,并确定了各水平的临界值;分析了各水平等级基元教学行为链的实施特征及水平差异原因。◎化学课堂常见基元教学行为链实施质量及水平的分布特征。讨论了教师成熟程度、教师性别、授课形式对基元教学行为链实施质量及水平分布的影响,并对差异产生的原因进行了讨论。◎化学课堂基元教学行为链实施质量的整体评价与分析。分析了化学课堂基元教学行为链类型分布特征及影响基元教学行为链类型选择的因素;归纳了化学课堂基元教学行为链实施质量的整体分布类型;对化学课堂基元教学行为链整体实施质量进行了定量表征;总结出化学课堂基元教学行为链实施质量的分析流程。
[Abstract]:Teaching behavior is the carrier of chemistry classroom teaching. It is the most direct expression form of teachers' educational ideas and teaching ideas. Chemistry knowledge and skills, emotional attitude and values are constructed step by step in each teaching and learning process. However, on the theoretical level, the current research on teaching behavior is still lack of public theory, and teachers have difficulty in constructing individual theory, and in practice, the subjectivity of teachers' participation in teaching behavior research is seriously lacking. There is a mismatch between teaching behavior and the concept of new curriculum. From the point of view of system theory, the chemistry classroom teaching system is made up of one elementary teaching system linked in a certain logical order, and the practice manifests itself as a chain of elementary teaching behavior with certain logic relation. In the previous study of Professor Zheng Changlong's research group, it has been established that the effect of the implementation quality of the elementary teaching behavior chain on the teaching effectiveness of the elementary teaching system has been established. On the basis of the previous research of the research group, this study has carried out the research on the characterization and evaluation of the implementation quality of the common elementary teaching behavior chain in chemistry classroom. It mainly includes the following aspects: qualitative representation of common elementary teaching behavior chain in chemistry classroom. Combining with the relevant theories of pedagogy, psychology, communication, systems science, etc. This paper explains the influence mechanism and influence degree of the implementation quality evaluation dimension of each type of elementary teaching behavior chain and the quantitative representation of the implementation quality of the common elementary teaching behavior chain in chemistry classroom. On the basis of qualitative representation, this paper constructs a quantitative representation model of the implementation quality of six kinds of common elementary teaching behavior chain in chemistry classroom and the level representation of the implementation quality of the common elementary teaching behavior chain in chemistry classroom. This paper discusses the level and grade of the implementation quality of each type of elementary teaching behavior chain, divides the implementation quality of each type of primitive teaching behavior chain into three levels: high, middle and low, and determines the critical value of each level. This paper analyzes the implementation characteristics and the reasons for the differences in the teaching behavior chain of each level elementary element, and analyzes the quality of the implementation of the basic element teaching behavior chain and the distribution characteristics of the level in the chemistry classroom. The effects of teacher maturity, teacher gender and teaching form on the implementation quality and horizontal distribution of elementary teaching behavior chain are discussed. The paper also discusses the causes of the differences and the overall evaluation and analysis of the implementation quality of the elementary teaching behavior chain in chemistry classroom. This paper analyzes the distribution characteristics of the teaching behavior chain in chemistry classroom and the factors influencing the choice of the teaching behavior chain in chemistry classroom, and sums up the overall distribution types of the implementation quality of the elementary teaching behavior chain in the chemistry classroom. The overall implementation quality of the chemistry classroom elementary teaching behavior chain is quantitatively characterized, and the analysis flow of the chemistry classroom elementary teaching behavior chain implementation quality is summarized.
【学位授予单位】：东北师范大学
【学位级别】：博士
【学位授予年份】：2015
【分类号】：G633.8

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