新手、熟手与专家型高中生物教师课堂教学行为的比较研究

发布时间：2018-07-02 13:10

本文选题：高中生物 + 新手教师　；参考：《山西师范大学》2016年硕士论文

【摘要】：本论文从课堂教学行为的角度,以临汾市某重点高中的生物新手教师、熟手教师和专家教师为研究对象,主要采用文献研究法、课堂观察法、访谈法对三位教师的言语呈示行为、文本呈示行为和问答行为进行研究。研究发现:高中生物新手教师、熟手教师和专家教师在言语呈示行为、文本呈示行为和问答行为方面都存在差异。在导入性言语呈示行为方式上:新手教师根据自己所学教育理论知识,采取多种导入方式;熟手教师按照自己的行为习惯,多采用复习导入法;专家教师按照教学知识特点,安排多种不同的导入方式。在导入性言语内容上,专家教师与新手教师和熟手教师相比,更注重知识内容上的因果联系。在讲解性言语呈示行为上:新手教师的丰富教学理论知识难以付诸于实践;比如:教学内容难度较大时,新手教师的教学方法不能施展。熟手教师授课内容丰富、全面,授课节奏较快。专家教师能够提供与所讲内容相关而丰富的感性材料或例子,课堂效果清晰有感染力。在文本呈示行为中新手教师板书内容多,花费时间也较多。专家教师和熟手教师板书内容和花费时间相对都较少。新手教师问答行为简单,体现在:问题少,提问类型和提问方式都比较单一,选取的问题难度较小。熟手教师提问较多,类型多,但是反馈单一。专家教师问答行为基于对学生的掌握程度和理解能力,不管提问的方式还是提问的类型或理答情形,都比较丰富。针对以上新手、熟手教师存在的问题,提出以下建议:1.课前多去观察专家教师的课堂教学;2.教学培训中加强对学生的关注;3.通过教学反思提高教学行为中的理论自觉能力;4.学校为新手、熟手教师的发展提供良好的外部条件。希望通过本研究为教师教学行为选择、高等院校的高中生物教师培养,以及新手熟手教师的在职培训提供一定的研究依据。
[Abstract]:This paper, from the perspective of classroom teaching behavior, takes the novice biology teachers, proficient teachers and expert teachers in a key high school in Linfen as the research objects, mainly using the literature research method and the classroom observation method. The three teachers' speech presentation behavior, text presentation behavior and question and answer behavior were studied by interview. It is found that there are differences in speech presentation behavior text presentation behavior and question and answer behavior among novice high school biology teachers proficient teachers and expert teachers. In terms of presentation behavior, novice teachers adopt a variety of ways according to their own educational theory knowledge; familiar teachers adopt the method of reviewing and introducing according to their own behavior habits; expert teachers adopt the characteristics of teaching knowledge, Arrange a variety of different ways to import. In terms of the content of inductive speech, the expert teacher, the novice teacher and the familiar teacher pay more attention to the causality of the knowledge content than the novice teacher and the proficient teacher. In explaining speech presentation behavior: novice teachers' rich teaching theory knowledge is difficult to put into practice; for example, when teaching content is difficult, novice teachers' teaching methods cannot be applied. Proficient teacher teaching content is rich, comprehensive, teaching rhythm is fast. Expert teachers can provide a wealth of emotional materials or examples related to the content of the lecture, the classroom effect is clear and infectious. In the behavior of text presentation, novice teachers write more on blackboard and spend more time. Expert teachers and proficient teachers blackboard content and spend relatively less time. The novice teacher's question and answer behavior is simple, reflected in: few questions, the type of questions and the way of questioning are relatively single, the difficulty of selecting the questions is relatively small. Proficient teachers ask more questions, more types, but the feedback is single. The question and answer behavior of the expert teacher is based on the students' mastery and understanding ability, whether it is the way of questioning, the type of question or the situation of answering questions. In view of the above novice, proficient teacher's problems, put forward the following suggestions: 1. Before class more to observe the expert teacher's classroom teaching. In teaching and training, we should pay more attention to students. Improve the ability of theoretical consciousness in teaching behavior through teaching reflection. The school provides good external conditions for the development of novice and proficient teachers. Through this study, we hope to provide some research basis for teachers' teaching behavior choice, senior high school biology teacher training in colleges and universities, and the on-the-job training of novice proficient teachers.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.91

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