中学武术教师课堂评价行为的研究

发布时间：2018-05-29 21:32

本文选题：评价行为 + 武术教师　；参考：《华东师范大学》2017年硕士论文

【摘要】：随着社会的不断发展,体育与健康课程作为中小学义务教育的重要课程,也被纳入到了新课改的行列当中,《义务教育体育与健康课程标准(2011年版)》颁布施行以后,体育与健康课程改革也将进入了新的阶段。有效实施课堂评价是教师提高教学质量的重要途径。随着新课程改革的推进,教师的课堂评价行为现状如何,怎样评价教师的课堂评价行为,就成为一个有意义的问题。本文在已有研究的基础上,以中学武术教师为例,就如何科学的评价武术教师的课堂评价行为进行了研究。本文通过文献资料法,厘清了教师课堂评价行为的概念与框架。编制武术教师课堂评价行为观察表。并通过个案研究法,观察两位教师的课堂评价行为,以发现不同职称之间的两位教师在评价行为本身、评价行为对象、评价行为情境、评价行为结果上的异同之处。最后得出的结论如下:1、得出武术教师课堂评价行为的概念与框架。武术教师课堂评价行为即:在武术课堂教学情景中,以促进学生学习传统武术文化内涵,掌握武术动作技能,增强身体健康,并管理学生课堂学习行为所采取的具有价值判断的外显的活动方式。运用文献的梳理与归纳,将武术教师课堂评价行为一级指标划分为行为本身、.行为对象、行为环境、行为效果四个大类。将二级指标划分为言语评价行为、非言语评价标准、人物对象、内容对象等8项,将三级指标划分为音准、音量、语速、音调等22项。2、制定出了武术教师课堂评价行为观察表。3、通过个案研究法,得出了两位教师课堂评价行为的异同之处。普通教师在音准以及音量方面比较优秀,高级教师在语速、语调方面的运用比较突出。在评价对象的选择上,普通教师倾向于对个体学生的评价,而高级教师能够兼顾个体、部分以及群体学生。在课堂中,高级教师善于使用肯定性的评价行为鼓励学生,普通教师则更倾向于使用否定性的评价行为。从评价行为的效果来看,高级教师更能够提高学生的认知参与和运动知识,而普通教师则善于调动学生的情感参与。最后本文提出建议:武术教师在实施口头语评价时,要从多角度注重自身口语表达的质量,在武术课堂教学中做到发音准确,声音响亮,语速快慢结合、语调升降搭配,保证突出评价的重点。教师需要时刻关注学生的武术知识与技能的学习,并随时对学生的学习状态做出评价,要通过口头语与肢体语言相结合,使评价行为的效果更加明显。同时,合理使用空间距离能够积极促进教师的评价行为,使之更加有效。
[Abstract]:With the continuous development of society, as an important curriculum of compulsory education in primary and secondary schools, sports and health curriculum has also been included in the new curriculum reform. After the promulgation and implementation of the compulsory Education and Health Curriculum Standard (2011 edition), Physical education and health curriculum reform will also enter a new stage. Effective implementation of classroom evaluation is an important way for teachers to improve teaching quality. With the development of the new curriculum reform, it becomes a meaningful question how to evaluate the classroom evaluation behavior of teachers. On the basis of existing research, this paper studies how to scientifically evaluate Wushu teachers' classroom evaluation behavior by taking middle school Wushu teachers as an example. This paper clarifies the concept and framework of teacher's classroom evaluation by literature. To compile the observation table of Wushu teachers' classroom evaluation behavior. In order to find out the similarities and differences between the two teachers in the evaluation behavior itself, the evaluation behavior object, the evaluation behavior situation and the evaluation behavior result, the author observes the classroom evaluation behavior of the two teachers through the case study method. Finally, the conclusion is as follows: 1, the concept and framework of Wushu teachers' classroom evaluation behavior. In order to promote students to study the connotation of traditional Wushu culture, master Wushu action skills and enhance their health in Wushu classroom teaching, Wushu teachers' classroom evaluation behavior, And manage the students' classroom learning behavior with the value judgment of explicit activities. By combing and summing up the literature, this paper classifies the first grade index of Wushu teachers' classroom evaluation into behavior itself. There are four categories: behavior object, behavior environment and behavior effect. The secondary index is divided into speech evaluation act, non-verbal evaluation standard, character object, content object and so on, and the third grade index is divided into sound, volume, speech speed, etc. In this paper, 22 items, such as tone. 2, have been worked out, and the observation table of Wushu teachers' classroom evaluation behavior has been established. The similarities and differences of the two teachers' classroom evaluation behaviors have been obtained by case study. Ordinary teachers are excellent in tone and volume, and senior teachers are outstanding in speaking speed and intonation. In the choice of evaluation objects, ordinary teachers tend to evaluate individual students, while senior teachers can give consideration to individual, part and group students. In the classroom, senior teachers are good at encouraging students with positive evaluation behavior, while ordinary teachers tend to use negative evaluation behavior. From the evaluation of the effect of behavior, senior teachers can improve students' cognitive participation and sports knowledge, while ordinary teachers are good at mobilizing students' emotional participation. Finally, this paper puts forward some suggestions: Wushu teachers should pay attention to the quality of their oral expression from many angles when implementing the evaluation of oral language, and achieve accurate pronunciation, loud voice, combination of speed, speed and speed, and intonation in Wushu classroom teaching, and the intonation should be adjusted up and down. Make sure to highlight the focus of the evaluation. Teachers need to pay close attention to the learning of students' martial arts knowledge and skills, and evaluate the students' learning status at any time. Through the combination of oral language and body language, the effect of evaluation behavior is more obvious. At the same time, reasonable use of space distance can actively promote teachers' evaluation behavior and make it more effective.
【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】：G633.96

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