基于课堂观察的高中物理理答环节的研究

发布时间：2018-05-10 05:39

本文选题：课堂观察 + 理答　；参考：《河北师范大学》2016年硕士论文

【摘要】：理答是课堂问答的重要环节之一,在课堂教学师生互动中发挥着重要作用。本文界定教师的理答即教师在学生回答问题的过程中给予的倾听、干预(包括支持、诱导、提示、讨论、确认)和评价。本研究对高效课堂实现及教师教育教学能力的提高具有一定的促进作用。论文以多元智能理论,韦纳的动机归因理论和需要层次理论构建研究的心理学基础,以邯郸市某高级中学物理教师为研究对象,对教师的课堂行为进行观察分析,以调查问卷的形式对物理教师进行了关于教师课堂提问、教师对理答的认识、教师对理答的重视程度以及教师理答行为等的相关调查,对学生在回答问题时心理需要和动机来源进行了调查,发现教师在理答中的不足和特点。教师对理答的重视不够,认识不足；教师集体提问太多,影响理答针对性；教师提问目的主要是提醒学生注意,不关心理答以及效果；教师对自己的理答行为评价比实际偏高；学生希望得到教师的鼓励性理答。教师在实际课堂提问次数偏低；无评价的理答较多；急于评价；打断代答严重；无效理答较多；教师能较好的做到尊重学生,但是理答鼓励性较低；理答过程忽视学生反问,理答知识面较狭窄(限于课本)。论文分析了问题产生的原因,并提出理答的相关原则和策略,目的在于优化教师理答行为,提高教师教学能力。
[Abstract]:Answer is one of the important links of classroom question and answer, which plays an important role in the interaction between teachers and students in classroom teaching. This paper defines teacher's answer as listening, intervention (including support, inducement, hint, discussion, confirmation) and evaluation. This study can promote the realization of high-efficiency classroom and the improvement of teachers' teaching ability. Based on the theory of multiple intelligences, Weiner's theory of motivation attribution and the theory of hierarchy of needs, this paper takes the physics teachers of a senior middle school in Handan as the research object to observe and analyze the classroom behavior of teachers. In the form of questionnaire, this paper makes a survey on teachers' classroom questions, teachers' understanding of answering questions, teachers' attention to answering questions and teachers' behavior in answering questions. This paper investigates the psychological needs and motivation sources of students in answering questions, and finds out the deficiency and characteristics of teachers in answering questions. Teachers do not pay enough attention to and understand the answer; the teachers ask too many questions, which affect the pertinence of the answer; the purpose of teachers' questioning is to remind the students to pay attention, not to care about the psychological answer and the effect; the teacher's evaluation of his behavior of answering is higher than the actual situation. Students hope to get an encouraging answer from the teacher. Teachers in the actual classroom ask a low number of questions; no evaluation of the reason answer more; eager to evaluate; interrupt the answer is serious; more invalid answer; teachers can better achieve respect for students, but less incentive to answer; the process of answering ignored students to ask, The answer is narrower (limited to textbooks). This paper analyzes the causes of the problems, and puts forward the relevant principles and strategies to optimize teachers' reasoning behavior and improve teachers' teaching ability.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.7

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