高中课堂教学时间管理研究

发布时间：2018-03-21 11:44

本文选题：时间管理　切入点：教学时间　出处：《西南大学》2017年硕士论文　论文类型：学位论文

【摘要】：时间作为一种重要资源,在当今信息化社会发挥着越来越重要的作用,课堂教学时间作为时间的一种特殊形态,对高中师生的课堂教学(学习)具有不言而喻的意义。鉴于此,本文对高中课堂教学时间管理进行了个较系统的研究,主要从课堂时间管理的内涵、特征、现状、存在的问题及原因,并最后尝试着提出一些解决的对策。以此来达到提高课堂时间管理的效率、缓解沉重课业负担的目的。本文共分四部分来叙写:文章第一部分主要是写课堂教学时间管理的内涵与特征。课堂教学时间管理具有“教师主导、学生主体”、“预立为先、灵活处理”和“规则为主、自觉为辅”的三点特征,且课堂教学时间管理包含着时间价值观导向原则、目标性原则、计划性原则、优先性原则和自我管理的五点原则,这五点原则相互联合、互为贯通、融为一体的。剖析课堂教学时间管理的内涵,除了所指的特征、原则外,文中还给出了影响课堂教学时间管理的四点因素,即时间教育、课堂主体、教学内容、教学设计。文章第二部分是写师生的课堂教学时间管理现状。在对2所高中师生的问卷调查、课堂观察及访谈资料的收集及整理后,本文以不同主体(即师生为不同主体)为基点,然后分课型(讲授课与复习课)、分环节(讲授课与复习课中的不同课堂环节)分别陈述了课堂教学时间管理的现状,进而指出了教师和学生在课堂教学时间管理中存在的问题。本文把讲授课分为导课环节、讲授新课环节、讨论环节、练习环节、总结和布置作业等几个主要环节;把复习课分为出示复习目标环节、回忆梳理知识逻辑环节、解析重难点环节和习题练习讲解环节。在对师生课堂时间管理现状的描述中,分别描述了他们在不同课堂环节所花的时间及对应的学生学习效率情况。文章第三部分主要写课堂教学时间管理存在的问题及其归因分析。概括来说,教师在课堂教学时间管理中所存在的问题有:课前,教师时间价值感与时间管理价值感失重,且备课内容“失平”;课中,教学时间失衡;课后,教学时间管理失调。学生在课堂教学时间管理中所存在的问题有:第一,学生课堂时间管理倾向不明晰;第二,学生自我课堂时间管理的监控能力不给力,即他们课堂时间管理中的设置目标、计划、优先级、时间分配四个方面的能力不给力;第三,学生未重视自我课堂时间管理的反思能力。因“果”循“因”,文中细致的对引起师生这些问题的原因并做出了细致的探析。发现问题是为了更好的解决问题,针对所指出的问题,文章第四部分提出了有效教学时间管理的对策。作为高中教师而言,他们要成为有效课堂教学行为的组织者,需要从以下三个方面着手:第一,借助于好时间管理工具;第二,掌握相应的课堂时间管理方法;第三,在课堂时间管理的实践中把握好三环节——即备课环节、上课环节和课后环节。在备课环节中,要以最好的课堂准备预设课堂时间节奏;在上课环节中,优化课堂教育时序、捕捉与创设课堂教育时机,以最佳的水准创生课堂时间效益;在课后环节,不忘提升自己的课堂时间管理归纳反思能力及课堂时间管理的调整应用能力,以最快的进步提升自我的课堂时间管理水平。对于高中生来说,他们要成为有效学习行为的主体,需要做好以下四点:首先,提高学生的课堂时间管理倾向能力;其次,加强学生时间管理的监控能力;再次,激发学生的课堂学习动机;最后,通过与自我对话,做时间管理的反思者,与他人交流,做时间管理的学习者来养成课堂时间管理反馈的行为习惯。
[Abstract]:As a kind of important resources, play an increasingly important role in today's information society, the time of classroom teaching as a special form of time, classroom teaching of senior middle school students (Study) has self-evident significance. In view of this, this paper makes a systematic study on the high school classroom teaching time management, mainly from the connotation of classroom time management features, status quo, problems and causes, and finally try to put forward some countermeasures. So as to improve the efficiency of classroom time management, alleviate the heavy burden. The purpose of this paper is divided into four parts to describe: the first part is mainly the characteristics and connotation of writing classroom teaching time management time management. Classroom teaching with "teacher led, student body", "pre established first, flexible processing" and "rules, features three conscious auxiliary", and the classroom The teaching time management includes time value oriented principle, objective principle, planning principles, five principles and the principle of the priority of self management, the five principles of mutual combination, mutual penetration, integration. Analysing the connotation of classroom time management, in addition to features, referring to the principle, given in this paper the influence of four factors of classroom teaching time management, namely time education, classroom teaching content, teaching subject, design. The second part is the current situation of teaching management of teachers and students. At the time to write a questionnaire survey of 2 high school students, collecting and sorting out the classroom observation and interview data, based on different subjects (the teachers and students of different subjects) as the starting point, and then sub class (Lecture and recitation), links (speaking and refresher courses in classroom teaching are different) the present situation of classroom time management, and points out the There are teachers and students in classroom teaching time management problems. The teaching course is divided into course link, teaching the new curriculum links, discussion, practice, summary and homework etc. several main links; the review class is divided into target review show links, memories sort of knowledge logic links, links and analysis of difficulties exercise explain the link. In the classroom time management present situation description, described their spending in different time and the corresponding classroom learning efficiency. The analysis in the third part of the article writing classroom time management problems and causes. In general, the teacher in the classroom teaching exists in time management the problems are: before class, teachers' sense of time value and time value of management sense of weightlessness, and the lesson content "loss"; in the course of time, teaching class, teaching management imbalance; time lost . students exist in the classroom time management problems are: first, classroom time management tendency of students is not clear; second, students' self monitoring ability of classroom time management of suck, namely the target, set their classroom time management plan, priority, suck ability four aspects of the distribution time third, students do not pay attention to self; classroom time management ability of reflection. Because of the "fruit" on "for", and made a detailed analysis on the causes and the reasons for these problems in detail in this paper. The problem is that in order to better solve the problem, pointed out the problems, the fourth part puts forward the effective countermeasures of teaching time management. As a high school teacher, they will become the effective classroom teaching behavior of the organizers, the need to proceed from the following three aspects: first, with the help of good time management tools; second, master classroom Time management method; third, grasp the three links -- lessons in practice of classroom time management, class link and the link after class. In the preparation process, to the best class for preset class time rhythm; in class session, the optimization of classroom education timing, capture and creation of classroom education opportunity, the level of creation the best in class time; after class, do not forget to enhance classroom time management of their inductive ability of reflection and adjustment of classroom time management skills, improve classroom time management level of self to the fastest progress. For high school students, they should be subject effective learning behavior, need to do the following four points: first and improve students' time management disposition ability; secondly, strengthen the monitoring ability of students' time management; thirdly, to stimulate students' learning motivation; finally, through self and to In terms of time management reagents, communication with others, and time management learners to form the behavior habits of classroom time management feedback.

【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.4

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