中学化学课堂讨论教学行为的探查

发布时间：2017-12-31 19:08

本文关键词：中学化学课堂讨论教学行为的探查　出处：《扬州大学》2016年硕士论文　论文类型：学位论文

【摘要】：讨论教学法自古有之,源远流长,2000年启动的基础教育阶段的新课程改革提倡讨论教学法,以发挥学生主体性作用、培养学生思维品质、提升学生的合作意识与能力等。因此探查讨论教学过程中的一些教学行为以及这些教学行为效率的高低,不仅可以了解这种教学方法在化学基础教育阶段的实施现状,同时对提升中学化学教学质量、提升学生的化学素养具有重要的意义。但笔者的研究发现,讨论教学行为中存在诸多问题,同时文献分析表明,目前对于化学教育领域中讨论教学行为的研究数量稀少,存在单一化、零散化、片面化等问题。为此,本文首先通过文献研究、理论分析的方法,对教学行为的定义、特征进行了分析,对种类进行了划分,对课堂讨论教学行为的内涵、特征，功能进行了分析,对讨教学行为进行了分类,同时对课堂讨论教学行为的要素进行分析,建构了课堂讨论教学行为的结构,且分析了影响因素,并进一步探查了化学课堂讨论教学行为的有效性。通过课堂实录观察、语言交流分析、教师访谈等研究方法探态了中学化学教师的讨论教学行为的现状,同时通过调查问卷的研究方法选择江苏省扬州市、南通市、无锡市三个城市的三所学校的267名中学生作为被试进行了调查研究,以了解中学生对讨论教学法的认识以及化学学习中讨论教学行为的水平高低,并在此基础上进一步分析影响中学化学课堂中师生讨论教学行为水平高低的因素。然后结合实证研究中探知的影响因素以及理论研究成果,提出优化讨论教学行为的策略。研究结果如下：(1)师生认同讨论教学法能够调动学生课堂参与积极性、拓展学生思维、加深学习知识印象等功能,但对讨论教学法的使用频率依然偏低。(2)对于讨论内容、讨论题呈现方式的选择都具有倾向性,讨论方式较为单一。(3)虽然教师对学生思维的引导较为有效,但整体而言,教师语言引导行为有效性不高。(4)教师讨论组织行为涵盖面广,在学生不参与讨论时,教师能引导学生参与：在学生讨论过热时,教师能引导学生进行实质性讨论；在学生没有进行观点的交流与争论时,教师能进行引导、启发；在学生产生不同观点时,教师能引导学生交流整合；在学生交流讨论时,教师能引导学生进行包容、倾听,但是教师的这种组织行为随意性大,往往是凭教学经验,毫无章法可言。(5)学生讨论中的参与行为有差异,不同的讨论任务学生参与度有差异,不同形式下学生的合作程度有差异,学生的语言表达能力参差不齐,语言表达主动性不高,学生注重讨论结果的展示,但不敢质疑。(6)生成型讨论中师生情感体验强烈,教师的情感体验、情绪表现更容易影响学生的情感体验。(7)不同类型教师的讨论教学行为具有显著差异性。(8)讨论后的评价行为水平低,评价主体单一,评价内容不全面,评价方式单调。
[Abstract]:Discussion teaching method has a long history since ancient times. In 2000, the new curriculum reform of basic education stage advocated discussion teaching method, in order to play the role of students' subjectivity and cultivate students' thinking quality. Therefore, to explore some teaching behaviors in the teaching process and the efficiency of these teaching behaviors. Not only can we understand the current situation of the implementation of this teaching method in the stage of chemical basic education, but also improve the quality of chemistry teaching in middle schools and improve the students' chemical literacy. There are many problems in the discussion of teaching behavior, and the literature analysis shows that the research on teaching behavior in the field of chemistry education is rare, single, scattered, one-sided and so on. First of all, through literature research, theoretical analysis methods, the definition of teaching behavior, the characteristics of the analysis, the classification of categories, the classroom discussion of teaching behavior connotation, characteristics, functions are analyzed. The author classifies the teaching behavior, analyzes the elements of the classroom discussion teaching behavior, constructs the structure of the classroom discussion teaching behavior, and analyzes the influencing factors. And further explored the effectiveness of chemistry classroom discussion and teaching behavior. Through classroom observation, language exchange analysis, teacher interviews and other research methods to explore the status of middle school chemistry teachers' discussion and teaching behavior. At the same time, 267 middle school students in three cities of Yangzhou, Nantong and Wuxi were selected as the subjects. In order to understand the middle school students' understanding of the discussion teaching method and the level of the discussion teaching behavior in chemistry learning. And on this basis, further analysis of the impact of middle school chemistry classroom teachers and students discuss the level of teaching behavior, and then combined with the empirical study of the influential factors and theoretical research results. The research results are as follows: 1) the teachers and students agree that the discussion teaching method can arouse the students' enthusiasm in classroom participation, expand students' thinking, deepen their knowledge impression and so on. However, the frequency of discussion teaching method is still low.) for the content of discussion, the choice of presentation mode of discussion topic has a tendency. Although teachers' guidance to students' thinking is more effective, on the whole, the effectiveness of teachers' language guidance behavior is not high. 4) Teachers' discussion on organizational behavior covers a wide range. When the students do not participate in the discussion, the teacher can guide the students to participate: when the students discuss overheating, the teacher can guide the students to carry on the substantive discussion; Teachers can guide and enlighten students when they do not communicate and argue with each other. When students have different views, teachers can guide students to communicate and integrate; When students communicate and discuss, teachers can lead students to be tolerant and listen, but teachers' organizational behavior is random, often based on teaching experience. There are differences in students' participation behavior, different discussion task students' participation degree, students' cooperation degree under different forms, and students' language expression ability are not uniform in different forms. 5) there are differences in the students' participation behavior in the discussion, the students' participation degree is different in different discussion tasks, and the students' cooperation degree is different in different forms. Language expression initiative is not high, students pay attention to the display of discussion results, but do not dare to question. 6) generative discussion students and teachers' emotional experience is strong, teachers' emotional experience. Emotional performance is more likely to affect the emotional experience of students. 7) different types of teachers' discussion teaching behavior has significant difference. 8) after discussion, the evaluation behavior level is low and the evaluation subject is single. The content of evaluation is not comprehensive and the evaluation method is monotonous.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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