高中语文新手教师课堂理答行为的研究

发布时间：2018-12-15 01:35

【摘要】：在过去很长一段时间里,在课堂问答环节中,教师将教学的主要精力集中在提问部分,关注的是问题的结构性设置,忽视了理答过程的合理性和有效性,尤其是能力与经验都略微欠缺的新手教师,面对瞬息万变的教学情境往往束手无策。随着改革的深入,课堂理答逐渐受到关注,关于课堂理答的困惑和诉求被提到台面上,一场关于促进学生发展的课堂理答改革也随之风生水起。课堂理答是师生以问题为起点进行双向交流的过程,最终指向学生的学习和发展。本研究以高中语文新手教师为研究对象,以课堂理答为研究主题,一方面从学理上探讨其理论蕴含,另一方面从实践上寻求现实诉求。本研究从以下方面展开:第一,高中语文新手教师课堂理答行为的相关概述。首先对课堂理答行为及高中语文新手教师进行概念的界定,重点辨析了课堂理答与课堂评价、教学反馈之间的联系和区别。其次,从理答方式的多样化、理答内容真实准确、理答语言启发引导、理答标准灵活多重几个方面的形态与特征分别作了相关阐述。最后,基于以上两个方面的内容,指出了高中语文新手教师课堂理答行为的理论基础,包括强化动机理论、学习-反馈理论、师生互动交往理论和教师专业发展阶段理论。第二,高中语文新手教师课堂理答现状的调查。在这一部分,为了了解高中语文新手教师课堂理答的实际状况,本研究进行了合理的问卷、访谈设计,并通过亲身的调查及数据整理分析,从课堂理答认知情况、课堂理答实施情况和课堂理答的感受及诉求三个方面进行数据结果的呈现,发现高中语文新手教师在课堂理答中存在理答认知程度不高、理答预设不充分、理答语言简薄、处理问题灵活度不够等问题。第三,高中语文新手教师课堂理答的优化路径。首先阐述了课堂理答过程中应重视的实践要素,包括倾听与鉴别、理答内容充实、理答及时准确、探索可再生的理答结果。其次,基于之前的问卷调查分析,从教师、学生、课堂三个维度探讨了高中语文新手教师课堂理答的影响因素。最后,基于课堂理答的理念、特点、实践要素、影响因素,本研究试图开辟一条高中语文新手教师课堂理答的优化路径,具体内容涵盖提高理答意识、做好理答预设、合理运用理答策略、锤炼理答语言、进行理答反思和研究、建立理答保障机制等几个方面,为新手教师甚至非新手教师提供一定的参照和借鉴。综上所述,本文以理论与实践为基奠,以促进学生发展和教师成长为目标,从实践要素、实践策略、实践保障三个方面构建出一套高中语文新手教师适用的理答优化体系,形成对课堂理答清晰完整的概念,解决高中语文新手教师在理答的认知领域、情感领域以及动作技能领域的产生的诸多问题。
[Abstract]:For a long time in the past, during the question-and-answer session in the classroom, teachers focused their teaching efforts on the question section, focusing on the structural setting of the question and neglecting the rationality and effectiveness of the process of answering questions. In particular, novice teachers, who have a slight lack of ability and experience, are often unable to cope with the ever-changing teaching situation. With the deepening of the reform, the classroom theory answer gradually received attention, the confusion and demand of the classroom theory answer was raised on the table, and a classroom theory answer reform about promoting the development of the students was also brought up with the wind and water. Classroom answer is a process in which teachers and students communicate with each other with questions as the starting point, and finally point to the students' learning and development. This study takes the novice teachers of high school Chinese as the research object and takes the classroom answer as the research topic. On the one hand, it discusses its theoretical implication from the academic point of view, on the other hand, it seeks the realistic demand from the practice. This study is carried out from the following aspects: first, a summary of classroom answering behavior of novice Chinese teachers in senior high school. Firstly, it defines the concept of classroom answering behavior and Chinese novice teachers in senior high school, and analyzes the relationship and difference between classroom answering, classroom evaluation and teaching feedback. Secondly, from the diversification of the way of answering, the content of the answer is true and accurate, the language of reasoning guide, the standard of flexible and multiple aspects of the form and characteristics of the relevant elaboration. Finally, based on the above two aspects, this paper points out the theoretical basis of classroom answering behavior of novice Chinese teachers in senior high school, including reinforcement motivation theory, learning-feedback theory, teacher-student interaction theory and teacher professional development stage theory. Second, high school Chinese novice teacher classroom answer the investigation of the present situation. In this part, in order to understand the actual situation of classroom answering for novice Chinese teachers in senior high school, this study carries out a reasonable questionnaire, interview design, and through personal investigation and data analysis, from the classroom answering cognitive situation. The data result is presented from three aspects: the implementation of classroom answer and the feeling and demand of classroom answer. It is found that the teachers of Chinese novice in senior high school have low cognitive level, inadequate presupposition and simple language. The problem is not flexible enough to deal with the problem. Third, the high school Chinese novice teacher classroom answer optimization path. First, the paper expounds the practical elements that should be paid attention to in the course of classroom answering, including listening and identifying, enriching the content of the answer, timely and accurate answer, and exploring the renewable answer results. Secondly, based on the previous questionnaire analysis, this paper discusses the influencing factors of classroom answers of Chinese novice teachers in senior high school from three dimensions: teacher, student and classroom. Finally, based on the concept, characteristics, practical elements and influencing factors of classroom answering, this study attempts to open up an optimized path for novice Chinese teachers in senior high school. In order to provide some reference and reference for novice teachers and even non-novice teachers, rational use of rational answer strategy, practice of rational answer language, reflection and research on rational answer, and establishment of the mechanism of rational answer protection are discussed in this paper. To sum up, this paper, based on theory and practice, aims at promoting students' development and teachers' growth, and constructs a set of rational answer optimization system for novice Chinese teachers in senior high school from three aspects: practical elements, practical strategies and practical guarantees. To form a clear and complete concept of the classroom answer, to solve the problems of the novice teachers in the cognitive field, emotional field and movement skills field of senior high school Chinese teachers.
【学位授予单位】：广西师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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