论证视角下初中新手—熟手物理教师课堂话语的研究

发布时间：2018-05-19 20:15

本文选题：论证 + 课堂话语　；参考：《华东师范大学》2017年硕士论文

【摘要】：近年来,科学教育领域内的论证研究越来越受到教育工作者的关注。研究已发现教师的课堂话语直接影响着学生的论证。在此背景下,本文通过对两位新手教师和两位熟手教师的课堂话语进行转录、编码和数据统计,结合教师的课后访谈,从论证的视角对初中新手熟手物理教师的课堂话语展开研究。研究主要得到以下结论:(1)在课堂话语量上,与熟手教师相比,新手教师的课堂话语比例更高,突出表现在课堂引入和结束部分"独白式"的讲述以及在课堂中对自己问题以及学生回答的重复;(2)在对论证过程的认识和处理方式上,两种类型教师的差异性不大,面对原始认识,教师通常不关注其论证过程,而对于科学认识,教师能直接给出论证,但很少能引导学生进行论证;(3)在论证话语上,熟手教师在"鼓励学生提出主张"、"鼓励学生提出理由"以及"鼓励学生检验他人论点"中的表现要优于新手教师。"鼓励学生提出反论点"和"鼓励学生提出反驳"在两类教师的课堂中都出现得非常少;(4)在非论证话语上,新手教师在"口语解说"、"引导学生做出回应"以及"课堂管理"中的话语比例高于熟手教师,而在"引导学生进行讨论"中的话语比例则低于熟手教师。总体而言,初中新手熟手物理教师在课堂中的论证话语数量都比较少,新手教师的论证表现要逊色于熟手教师。据此,本文为初中物理课堂教学中融入论证提出四点建议:(1)提供课堂话语机会;(2)运用论证话语;(3)以开放性问题设问;(4)以论证为导向进行评价。
[Abstract]:In recent years, the argumentation research in the field of science education has been paid more and more attention by educators. The study has found that the teacher's classroom discourse has a direct impact on the student's argument. In this context, this paper carries out transcription, coding and statistics of the classroom discourse of two novice teachers and two experienced teachers, and combines with the teachers' interviews after class. From the perspective of argumentation, this paper studies the classroom discourse of junior high school beginners. The main conclusions of the study are as follows: (1) in terms of classroom discourse quantity, novice teachers have a higher proportion of classroom discourse than proficient teachers. The outstanding manifestation is the "monologue" narration of the introduction and closing part of the classroom and the repetition of the questions and the students' answers in the classroom) there is little difference between the two types of teachers in the understanding and handling of the argumentation process. In the face of original knowledge, teachers usually do not pay attention to the process of argumentation, but for scientific knowledge, teachers can give argument directly, but rarely can lead students to conduct argumentation. Proficient teachers perform better than novice teachers in "encouraging students to make claims," encouraging students to give reasons, "and" encouraging students to test others' arguments. " Encouraging students to make counter-arguments "and" encouraging students to argue "appears very rarely in the classrooms of both types of teachers) in non-argumentative discourse. Novice teachers have a higher proportion of discourse in "oral interpretation", "guiding students to respond" and "classroom management" than the proficient teachers, while the proportion of discourse in "leading students to discuss" is lower than that of the proficient teachers. In general, the number of argumentation words of junior high school novice physics teachers in the classroom is relatively small, and the novice teachers' demonstration performance is inferior to that of the proficient teachers. Accordingly, this paper puts forward four suggestions for the integration of demonstration in physics classroom teaching in junior high school; (1) provides the opportunity for classroom discourse. (2) using argumentation to ask questions about open problems (4) taking argumentation as the guide for evaluation.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

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