高中地理课堂引导行为诊断研究

发布时间：2018-09-15 19:50

【摘要】：课堂引导行为属于课堂教学行为的分支研究。它是教师素质、教学理念、专业知识和教学技能的综合动态表征。本研究采用文献梳理法、专家咨询法、课堂观察法和教育统计法等研究方法,从引导行为的三结构层次:引导目标、引导内容和引导方式构建了高中地理课堂引导行为的诊断量表。并运用诊断量表分别对10位新手型和专家型教师进行课堂观察诊断,同时对两类教师的行为频次百分比进行显著性相关t值检验,归纳当前高中地理课堂引导行为存在的主要问题,提出行为矫正对策,并选取一位教师进行案例实证。本研究旨在理论方面丰富地理教师课堂教学行为评价研究,实践方面推动地理教师课堂实践教学能力发展。本文首先将课堂引导行为的基本内涵定义为:教师在课堂教学情境下根据课程标准、学生基础、教学目标、教学内容在课堂教学过程中对学生所实施的一系列言语或活动形式的启发与引导行为。并从引导的起源、本质、动力和归属四个方面进行了本文的理论研究。通过参考相关文献,咨询地理教育专家、一线地理名师,并结合教学实践经验,遴选了课堂讲解行为、课堂提问行为和课堂呈示行为3大一级指标,并从引导行为的三结构层次遴选了9大二级指标,按照不同的行为水平层次细分了 40个三级指标,构建了基于课堂观察的诊断量表。通过专家(学者)访谈对诊断量表进行修改和完善,为诊断研究确定了针对的诊断工具。本文运用诊断量表对5位新手型和5位专家型高中地理教师的课堂引导行为现状进行诊断,运用SPSS19.0软件对两类教师的行为频次百分比进行差异性相关t值检验,并通过对比两类教师的行为平均百分频数,归纳出当前高中地理教师课堂引导行为存在如下问题:第一,课堂引导行为缺乏思想引领,站位不高;第二,讲解行为缺乏归纳提升,升阶不够;第三,提问行为缺乏深入互动,交流不足;第四,呈示行为引导方式单一,变式不多。为此,笔者从行为消失和行为强化两方面提出引导行为矫正对策:第一,完善地理PCK知识,深化行为元认知;第二,落实学生主体地位,增强行为互动性;第三,汲取优秀教师经验,改善行为调控力;第四,加强自我诊断能力,提升行为效能感。最后通过对编号为XS01教师的案例追踪研究来检验矫正对策的科学性和有效性。本研究通过构建诊断量表,了解了当前高中地理课堂引导行为的水平现状,为丰富课堂教学行为评价研究提供理论探索;提出引导行为的矫正对策,为高中地理教师课堂教学能力发展提供了实践路径。但是本文的诊断量表具有局限性和诊断样本覆盖面有限,分析路径不够完善,信度和效度还有待提高。
[Abstract]:Classroom guidance behavior belongs to the branch research of classroom teaching behavior. It is a comprehensive dynamic representation of teachers' quality, teaching ideas, professional knowledge and teaching skills. This study adopts the methods of literature combing, expert consultation, classroom observation and educational statistics. The guiding content and the guiding method are used to construct the diagnostic scale of geography classroom guidance behavior in senior high school. Ten novice and expert teachers were observed and diagnosed by using diagnostic scale, and the percentage of behavioral frequency of the two types of teachers was tested by significant correlation t value. This paper sums up the main problems existing in the guiding behavior of geography classroom in senior high school, puts forward the countermeasures of behavior correction, and selects a teacher as a case study. The purpose of this study is to enrich the evaluation of geography teachers' classroom teaching behavior in theory and to promote the development of geography teachers' practical teaching ability in practice. This paper first defines the basic connotation of classroom guidance behavior as: teachers in the classroom teaching context according to curriculum standards, student basis, teaching objectives, The act of enlightening and guiding students in a series of speech or activity forms in the course of classroom teaching. And from the origination, nature, power and attribution of the four aspects of the theoretical study of this paper. By referring to relevant literature, consulting geography education experts, leading geography teachers, and combining teaching experience, this paper selects three major indicators: classroom explaining behavior, classroom questioning behavior and classroom presentation behavior. Nine secondary indicators were selected from the three levels of leading behavior, and 40 third-level indicators were subdivided according to different behavioral levels, and a diagnostic scale based on classroom observation was constructed. The diagnostic scale is modified and perfected by experts (scholars), and the diagnostic tools are determined for the diagnosis research. This paper uses diagnostic scale to diagnose the classroom guidance behavior of 5 novice and 5 expert senior high school geography teachers, and uses SPSS19.0 software to test the difference correlation t value of the two kinds of teachers' behavior frequency percentage. And by comparing the average frequency of the two types of teachers' behavior, we conclude that the current high school geography teachers' classroom guidance behavior has the following problems: first, the classroom guidance behavior is lack of ideological guidance, the position is not high; second, Explanation behavior lack of induction promotion, not enough; third, questioning behavior lack of in-depth interaction, insufficient communication; fourth, presentation behavior guidance mode is single, not many variations. Therefore, the author puts forward some countermeasures to guide the behavior correction from the aspects of behavior disappearance and behavior strengthening: first, to perfect the knowledge of geographical PCK and deepen the behavior metacognition; second, to carry out the student's subject status and enhance the interaction of behavior; third, Learn from the experience of excellent teachers, improve the ability of behavioral regulation; fourth, strengthen self-diagnosis ability, enhance the sense of behavioral efficacy. Finally, a case study named XS01 teacher is used to test the effectiveness and scientificalness of corrective countermeasures. Through the construction of diagnostic scale, this study understands the current level of geography classroom guidance behavior in senior high school, provides theoretical exploration for enriching the research on classroom teaching behavior evaluation, and puts forward the corrective measures for guiding behavior. It provides a practical path for the development of high school geography teachers' classroom teaching ability. However, the diagnostic scale of this paper has limitations and limited coverage of diagnostic samples, the analysis path is not perfect, reliability and validity need to be improved.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.55

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