基于CliFIAS的中学生物熟手教师与准教师课堂教学特征个案研究

发布时间：2018-11-07 06:49

【摘要】：随着我国生物课程改革的不断深入,提高生物教师的专业素质成为了生物教育改革的热点问题,其中准教师的成长和发展更是引起了众多专家、学者乃至学校的密切关注。本研究试图将改进型弗兰德斯互动分析系统(CliFIAS)与录像分析法、教师访谈法等相结合,尝试一种重视数据和体验细节的课堂教学研究模式,将生物熟手教师和准教师的课堂教学特征进行比较,从而发现生物熟手教师和准教师之间的差异,指出熟手教师所具备的优势,并为年轻生物教师的专业成长提供建议。文章第一部分说明了选题的原因和意义;第二部分综述了研究的理论基础;第三部分采用改进型弗兰德斯互动分析系统对课堂开展研究;第四部分基于研究的结果提出了相应的建议并对研究的局限进行了反思。研究结果表明准教师与熟手教师的课堂教学中,都主要是以教师为主导,无效时间少,时间利用率很高;教师习惯对课堂进行直接的控制,学生的主体性不突出;都缺少创新型提问。其中准教师与熟手教师相比:课堂上学生语言较多但是参与的积极性不高,提问的方式相对机械枯燥;教师对学生回答的反馈形式单一,多用重复学生的回答来表示鼓励;课堂活动较少,互动模式较单一。熟手教师相比于准教师:师生之间语言互动稳定;教师提问类型多样,并会留给学生足够的思考时间;教师对学生的反馈更有针对性和主动性;课堂活动形式丰富,互动模式变化多样。本研究旨在通过比较熟手教师和准教师的生物课堂教学,为同笔者一样的准教师指出在课堂中可能存在的问题和亟待提高的方面。
[Abstract]:With the deepening of biology curriculum reform in our country, improving the professional quality of biology teachers has become a hot issue in biology education reform. Among them, the growth and development of prospective teachers have aroused the close attention of many experts, scholars and even schools. This study attempts to combine the improved Flanders Interactive Analysis system (CliFIAS) with video analysis and teacher interviews to try a classroom teaching research model that attaches importance to data and experience details. This paper compares the classroom teaching characteristics of biological proficient teachers with that of prospective teachers, finds out the differences between biological proficient teachers and prospective teachers, points out the advantages of the proficient teachers, and provides suggestions for the professional development of young biological teachers. The first part of the article explains the reasons and significance of the topic, the second part summarizes the theoretical basis of the study, the third part uses the improved Flanders interactive analysis system to carry out the classroom research; The fourth part puts forward the corresponding suggestions based on the results of the research and reflects on the limitations of the research. The results show that in the classroom teaching of prospective and proficient teachers, teachers are mainly teacher-led, with less invalid time and high utilization of time, and teachers' habits directly control the classroom, and the students' subjectivity is not prominent. There is a lack of innovative questions. Compared with the proficient teachers, the prospective teachers: the students in the classroom have more language but less enthusiasm to participate, the way of asking questions is relatively boring, the feedback form of the teachers to the students is simple, and the students' responses are often repeated to express encouragement. The classroom activity is less, the interaction pattern is single. Compared with prospective teachers, proficient teachers have stable language interaction between teachers and students; teachers ask questions of various types and leave enough time for students to think; teachers have more pertinence and initiative in their feedback to students; The classroom activity forms are rich, the interaction pattern is varied. The purpose of this study is to point out the possible problems and aspects that need to be improved in the classroom by comparing the biology classroom teaching of the familiar teachers with that of the prospective teachers.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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