新手教师与专家教师初中数学课堂话语分析

发布时间：2018-06-22 00:55

本文选题：课堂话语 + 新手教师　；参考：《上海师范大学》2017年硕士论文

【摘要】：过程性研究的即时性,能第一时间对教师的教学进行评估。而课堂话语是教师与学生之间信息传达的载体,是教学互动的重要途径,因此初中数学的话语研究成为展示教师的素质和教学艺术风格的外在表现。教师运用恰当的话语,能激发学生的学习好奇心和求知欲。因此研究处于专业发展不同阶段的初中数学教师的课堂话语,能够为初中数学课堂教学的过程性评价给予即时的指导意义,也具有深远的教育影响。本文选取了四位教师专业发展中比较典型的两类教师:两位新手教师和两位专家教师,主要研究他们的课堂话语。通过比较两类教师课堂话语的差异,给出原因分析。通过对四节样本课例的教学录像的分析,将其转换成文字实录,编码整理,课堂话语机会方面利用Word和Excel相关软件进行统计分析;另将课堂话语互动的内容加以整理,根据美国教育评价标准(IQA)进行评分,综合分析,得出本研究的结论:1、在话语量方面,新手教师的课堂话语绝对量、长话语次数远远多于专家教师,而两者的师生话语次数之比差异不大;2、两类教师都重视数学任务性(TP),专家教师比新手教师更关注一些;3、分析全班讨论中的学术严谨性(ARD),并对两类教师课堂提问(TA)的问题层次类型和预留的思考时间量化研究,表明存在相当大的差异;4、两类教师的课堂两类教师课堂学生交流(SL)和两类教师“学生已知的”(SP)上存在一定的差异,专家教师比新手教师更注重利用“最近发展区”理论进行教学,并在此基础上提出相关建议。
[Abstract]:The immediacy of process research can assess teachers' teaching in the first place. Classroom discourse is the carrier of information transmission between teachers and students and an important way of teaching interaction. Therefore, the discourse study of junior high school mathematics has become an external expression of teachers' quality and teaching art style. The use of appropriate words by teachers can stimulate students' learning curiosity and curiosity. Therefore, the study on the classroom discourse of junior high school mathematics teachers in different stages of professional development can give immediate guidance for the process evaluation of junior high school mathematics classroom teaching, and also have far-reaching educational impact. This paper selects two typical teachers in the professional development of teachers: two novice teachers and two expert teachers to study their classroom discourse. By comparing the differences between the two types of teachers' classroom discourse, this paper gives the analysis of the reasons. Through the analysis of the teaching video of the four sample lesson examples, it can be transformed into the text record, the coding arrangement, the classroom discourse opportunity aspect carries on the statistical analysis by using the word and the Excel correlation software; in addition, the classroom discourse interaction content carries on the arrangement, According to the American Educational Evaluation Standard (IQA), the author makes a comprehensive analysis and draws the conclusion of this study: in terms of discourse quantity, novice teachers have far more long words than expert teachers in terms of the absolute quantity of classroom discourse, and the number of long words is much higher than that of expert teachers. However, there is no significant difference in the ratio of the number of teacher to student utterances between them. Both types of teachers attach importance to the task of mathematics (TP). The expert teachers pay more attention to the academic rigour (ARD) of the whole class discussion than the novice teachers, and ask questions (TA) to the two types of teachers in the classroom. A quantitative study of the types of problem levels and the time reserved for thinking, The results show that there are some differences between the two types of teachers in classroom students' communication (SL) and the two types of teachers'"known students" (SP). Expert teachers pay more attention to teaching by using the theory of "proximal development area" than novice teachers, and put forward relevant suggestions on this basis.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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