高中生物新手教师与专家教师课堂教学行为个案比较研究

发布时间：2018-04-03 23:32

本文选题：高中生物　切入点：新手教师　出处：《广西师范大学》2016年硕士论文

【摘要】：随着教育改革的不断深入,课程改革在我国全面展开,而课程改革的核心环节是课堂教学。通过研究教师在课堂教学中教学行为的改变,可以掌握课程改革的贯彻程度。同时由于对教师专业发展水平的要求越来越高,教师的课堂教学行为也受到更多研究者的关注,尤其对不同发展阶段的教师教学行为进行比较分析是近年比较流行的研究方向。选择高中生物新手教师和专家教师作为研究对象,对比分析这两类教师的教学言语、提问、反馈和等待四类教学行为,以期找到二者教学行为的异同点,挖掘差异背后的根本原因。向新手教师提供专家教师课堂教学优点和专业发展方向,加速新手教师的成长发展,缩短与专家教师的差距。在分析和借鉴国内外新手教师和专家教师课堂教学行为比较研究的基础上,主要采用个案比较研究法和问卷调查法对高中生物新手教师和专家教师教学行为进行比较分析。个案比较研究是本研究的研究重点内容之一,以研究者的视角进行分析。选取桂林市某重点高中生物新手教师和专家教师为个案研究对象。笔者首先深入这两位生物教师的真实课堂,进行课堂观察和课堂视频录像；接着选取有代表性的某节课进行课堂文字实录；在课堂文字实录的基础上,基于研究中确定的课堂教学行为编码表对两位教师的课堂进行编码,主要记录教学言语、提问、反馈和等待这四类教学行为发生起止时问和类型；统计四类行为发生的总时间和总次数,并对比分析两位教师各类教学行为的差异。而问卷调查法是本研究另一个重点内容,以学生的角度进行分析,调查学生对生物教师课堂教学行为的认识及认可程度。问卷调查的对象是个案研究中选取的教师所授班级的学生,通过对问卷数据的收集和统计,对比分析两位教师各类教学行为的差异。综合个案比较分析和问卷调查结果,讨论分析两位教师各类教学行为的差异及差异产生的原因。得出本研究结论：高中生物专家教师教学言语、提问、反馈和等待四类教学行为都明显优于新手教师。最后是新手教师优化课堂教学行为的建议及本研究的不足之处和展望。
[Abstract]:With the deepening of educational reform, curriculum reform has been carried out in China, and the core of curriculum reform is classroom teaching.By studying the change of teachers' teaching behavior in classroom teaching, we can grasp the implementation degree of curriculum reform.At the same time, more and more researchers pay attention to teachers' classroom teaching behavior, especially the comparative analysis of teachers' teaching behavior at different stages of development is a popular research direction in recent years.In order to find out the similarities and differences between the two teaching behaviors, we choose the novice biology teachers and the expert teachers as the research objects, and compare and analyze the teaching speech, questioning, feedback and waiting for the two kinds of teachers.Excavate the root cause behind the difference.To provide novice teachers with the advantages of classroom teaching and the direction of professional development, accelerate the growth and development of novice teachers, and shorten the gap between the novice teachers and expert teachers.On the basis of analyzing and drawing lessons from the comparative study of classroom teaching behaviors of novice and expert teachers at home and abroad, this paper mainly uses the method of case comparative study and questionnaire survey to compare and analyze the teaching behaviors of novice and expert teachers in senior high school.Case study is one of the most important aspects of this study, which is analyzed from the perspective of researchers.A key senior high school biology novice teacher and expert teacher in Guilin are selected as the case study object.The author first goes deep into the real classroom of the two biology teachers, and makes classroom observation and video recording; then selects a representative class to record the classroom text; on the basis of the classroom text recording,Based on the code table of classroom teaching behavior determined in the study, the two teachers' classroom is coded, which records teaching speech, questioning, feedback and waiting for the beginning and ending of the four teaching behaviors.The total time and times of the four kinds of behaviors are analyzed, and the differences between the two teachers' teaching behaviors are analyzed.The questionnaire method is another important part of this study. It is analyzed from the point of view of students to investigate students' understanding and recognition of biology teachers' classroom teaching behavior.The object of the questionnaire is the students of the class selected by the teachers in the case study. Through the collection and statistics of the questionnaire data, the differences between the two teachers' teaching behaviors are compared and analyzed.Based on the results of case study and questionnaire survey, this paper discusses the differences of teaching behaviors between the two teachers and the causes of the differences.The conclusion of this study is that the teaching speech, questioning, feedback and waiting behavior of senior high school biology expert teachers are obviously superior to those of novice teachers.Finally, the suggestions of novice teachers to optimize classroom teaching behavior and the shortcomings and prospects of this study are given.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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