基于FIAS互动分析理论的地理课堂互动行为研究

发布时间：2018-10-14 20:18

【摘要】：全国范围来看义务教育课程改革开展的如火如荼,小范围内上海的二期课程改革也是方兴未艾。现阶段,中学地理改革当中较为突出的一个方面就是对地理课堂教学的关注度不断增加,而地理课堂互动是地理课堂教学的重要组成部分,有助于营造轻松活泼的课堂氛围,有助于增强学生的学习动机,也有助于教师明确了解学生的需求,帮助教师真正实现为了学生的理解而教。随着地理课程改革的深入,越来越多的教育学者意识到要改变重知识轻方法、重结论轻过程的倾向,要更多的关注学生的学习体验,引导学生“学习生活中的地理”。更多的教师也意识到地理课堂互动教学行为与地理课堂有效性有着密切的联系。而中学地理课堂教学互动行为是个复杂的动态结构体,单纯的质性分析与评价往往会由于主观性因素过多而可信度不高,单纯的量化分析又易错失课堂教学中生成的闪光点,武断而片面。本文以高中地理课堂互动行为为研究内容,基于弗兰德斯互动分析模型(FIAS),通过文献法、视频分析法等方法,对地理课堂互动行为进行研究。首先,笔者在保留原有的弗兰德互动分析评价量表框架的基础上,结合地理课堂教学实际编制出新的地理课堂互动评价量表。以遴选出的十节比较有代表性的高中地理课堂视频作为研究对象,运用新的地理课堂互动评价量表,收集十节高中地理课堂视频的课堂教学互动行为数据。其次,运用矩阵分析法与比率分析法对收集的课堂互动行为数据进行了详细的量化分析,同时又以笔者的课堂观察记录作为质性分析以补充与弥补量化分析的不足之处。从而找出当今地理课堂互动行为中存在的问题:(1)课堂互动教师行为占绝对主导地位;(2)课堂互动学生主动行为相对不足;(3)课堂互动行为情感沟通较少;(4)地理实验数量少且有效性不高。再次,根据分析得出的课堂互动行为存在的问题,有针对性的找出影响地理课堂互动行为的原因:(1)教师教育观念僵化,应试观念强;(2)教师备课环节缺失,应对课堂生成能力不足;(3)学生发展特点影响,独立性与向师性共存;(4)学科相关研究不足,缺乏理论指导;(5)缺乏完善的课堂互动评价工具,反思改进少。最后,提出改进地理课堂互动行为的方法与策略:(1)以教学目标为依据,改进教师不正确的互动行为观念;(2)以学生特性为依据,激发学生主动参与互动的能动性;(3)以立德树人为依据,增强师生情感沟通的频率及深度;(4)以有效性为依据,加强课堂互动设计提高活动有效性。
[Abstract]:Nationwide, compulsory education curriculum reform is in full swing, and the second stage curriculum reform in Shanghai is in the ascendant. At the present stage, one of the more prominent aspects of geography reform in middle schools is the increasing attention to geography classroom teaching, and geography classroom interaction is an important part of geography classroom teaching, which helps to create a relaxed and lively classroom atmosphere. It helps to strengthen students' learning motivation, help teachers understand students' needs clearly, and help teachers to teach for students' understanding. With the deepening of geography curriculum reform, more and more educational scholars realize that it is necessary to change the tendency of emphasizing knowledge over methods, emphasizing conclusions and neglecting process, paying more attention to students' learning experience and guiding students to "study geography in life". More teachers also realize that geography classroom interactive teaching behavior is closely related to geography classroom effectiveness. The interactive behavior of geography classroom teaching in middle school is a complex dynamic structure. Simple qualitative analysis and evaluation often lack credibility due to too many subjective factors, and simple quantitative analysis is prone to miss the flashpoints generated in classroom teaching. It is arbitrary and one-sided. Based on the Flanders interaction analysis model (FIAS), this paper studies the geography classroom interaction behavior through the methods of literature method, video analysis and so on. First of all, on the basis of retaining the original framework of Flanders Interactive Analysis and Evaluation scale, the author develops a new Geography classroom interaction Evaluation scale based on the geography classroom teaching practice. Taking the selected ten representative high school geography classroom videos as the research object, using the new geography classroom interaction evaluation scale, this paper collects the interactive behavior data of 10 senior high school geography classroom videos. Secondly, the paper uses matrix analysis and ratio analysis to analyze the data of classroom interaction behavior in detail. At the same time, the author's classroom observation records are used as qualitative analysis to supplement and remedy the shortcomings of the quantitative analysis. In order to find out the existing problems in geography classroom interaction behavior: (1) classroom interactive teacher behavior is absolutely dominant; (2) classroom interactive students' active behavior is relatively insufficient; (3) classroom interactive behavior emotional communication is less; (4) geography experiment number. The quantity is small and the effectiveness is not high. Thirdly, according to the existing problems of classroom interaction behavior, we find out the reasons that affect geography classroom interaction behavior: (1) teacher education concept is rigid, examination-oriented concept is strong; (2) teacher lesson preparation link is missing. The ability to cope with classroom generation is insufficient; (3) the influence of students' development characteristics, independence and teacher-oriented coexistence; (4) lack of discipline related research, lack of theoretical guidance; (5) lack of perfect classroom interaction evaluation tools, less reflection and improvement. Finally, the methods and strategies of improving geography classroom interaction behavior are put forward: (1) improving teachers' incorrect concept of interaction behavior based on teaching objectives; (2) taking students' characteristics as the basis, (3) to strengthen the frequency and depth of emotional communication between teachers and students, and (4) to strengthen the classroom interaction design to improve the effectiveness of activities based on the students' initiative to participate in the interaction; (3) to strengthen the frequency and depth of emotional communication between teachers and students.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.55

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