新手—专家型化学教师教学语言比较研究
发布时间：2019-02-25 09:15
【摘要】：本文以课堂教学语言为切入点,以同课异构为例,对中学化学新手型教师和专家型教师的教学语言进行比较研究,以期能得出二者差异,并提出相关的可行性建议。笔者以教学语言为研究主线,对历年已完成的研究文献进行检索,通过对国内外相关文献的梳理和分析总结,发现关于教学语言的研究主要分为两个方面,一方面是定性研究,主要是总结教学语言特点以及对教学语言提出要求。另一方面是定量研究,国内学者从国外引进先进的研究工具进行量化研究,也有学者结合我国基本国情和教学现状,改进国外研究工具以及开发新的研究工具。本文在众多研究方法中,结合自身研究需求,提出了以弗兰德斯互动分析系统为主,以S-T研究法为辅的研究方法,具体分析了4个同课异构课例,共计12节常规课,分别从课堂情感氛围、教学风格和倾向、课堂语言结构等方面进行详尽比较,以期能得出化学专家型教师和新手型教师在教学语言方面的差距,并提出相关建议,促进新手型教师的成长。本文主要是由三个部分组成,分别是引言、正文和结语。第一部分(第1章)为引言部分。本文从教师结构现状出发,结合近年国家颁布的深化教育改革的相关文件,对专家型教师和新手型教师比较研究的背景和意义进行了说明,然后对所要研究的样本进行了详尽的说明。第二部分(第2-4章)为正文部分第2章为理论基础概述,从理论角度出发,分别界定了专家型教师、新手型教师、语言、教学语言等相关概念,并对国内外就教学语言相关文献进行了梳理总结；然后对弗兰德斯互动分析系统和S-T研究法进行了详细的说明。第3章为数据处理部分,对所录的12节常规课视频进行处理,记录每节课的互动分析编码以及课堂发生的主要事件,然后从情感氛围、教学风格和倾向、语言结构、是否符合新课程理念等方面进行比较,得出每节课例的比较结论。第4章为研究结论和建议,结合已分析的4节课例,得出新手型教师和专家型教师在教学语言方面的差异；之后再提出相关性策略和可行性建议,使得新手型教师尽快提高自身教学能力,不断向专家型教师靠近；最后就本文的研究不足之处进行说明。第三部分(第5章)结语。
[Abstract]:Taking the classroom teaching language as the breakthrough point and taking the isomerism of the same class as an example, this paper makes a comparative study of the teaching languages of the novice and expert teachers of chemistry in middle schools, in order to obtain the difference between the two and put forward some feasible suggestions. The author takes the teaching language as the main line of study, retrieves the research literature that has been completed over the years, through combing and analyzing the relevant literature at home and abroad, finds that the research on teaching language is mainly divided into two aspects, on the one hand, qualitative research. It mainly summarizes the characteristics of teaching language and puts forward requirements for teaching language. On the other hand, it is quantitative research. Domestic scholars introduce advanced research tools from abroad to carry out quantitative research, and some scholars improve foreign research tools and develop new research tools according to the basic conditions of our country and the present situation of teaching. In this paper, according to the needs of our own research, we put forward the research method which is based on Flanders interactive analysis system and supplemented by S-T research method. Four examples of isomerism courses in the same class are analyzed in detail, which total 12 regular courses. From the classroom emotional atmosphere, teaching style and tendency, classroom language structure and other aspects of a detailed comparison, in order to find out the chemistry expert teachers and novice teachers in the teaching language gap, and put forward relevant recommendations. Promote the growth of novice teachers. This article is mainly composed of three parts, respectively, the introduction, the text and the conclusion. The first part (Chapter 1) is the introduction. Based on the present situation of teacher structure and the relevant documents issued by the state in recent years to deepen the educational reform, this paper explains the background and significance of the comparative study of expert teachers and novice teachers. Then the sample to be studied is explained in detail. The second part (Chapter 2-4) is the main body part 2 chapter 2 is the theoretical foundation summary, from the theory angle, has defined the expert teacher, the novice teacher, the language, the teaching language and so on related concepts, respectively, And the literature on teaching language at home and abroad is summarized. Then the Flanders interactive analysis system and S-T research method are described in detail. Chapter 3 is the data processing part, which processes the 12 regular lesson videos, records the interactive analysis coding of each lesson and the main events in the classroom, and then from the emotional atmosphere, teaching style and tendency, language structure. Whether it is in line with the concept of the new curriculum and other aspects of comparison, draw a comparative conclusion of each lesson. The fourth chapter is the conclusion and suggestion of the research, combined with the analysis of the four lesson examples, the differences between novice and expert teachers in the teaching language; Then put forward the relevant strategies and feasibility suggestions, so that the novice teachers can improve their teaching ability as soon as possible, and continue to close to the expert teachers; finally, the deficiencies of this study are explained. The third part (Chapter 5) conclusion.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8
[Abstract]:Taking the classroom teaching language as the breakthrough point and taking the isomerism of the same class as an example, this paper makes a comparative study of the teaching languages of the novice and expert teachers of chemistry in middle schools, in order to obtain the difference between the two and put forward some feasible suggestions. The author takes the teaching language as the main line of study, retrieves the research literature that has been completed over the years, through combing and analyzing the relevant literature at home and abroad, finds that the research on teaching language is mainly divided into two aspects, on the one hand, qualitative research. It mainly summarizes the characteristics of teaching language and puts forward requirements for teaching language. On the other hand, it is quantitative research. Domestic scholars introduce advanced research tools from abroad to carry out quantitative research, and some scholars improve foreign research tools and develop new research tools according to the basic conditions of our country and the present situation of teaching. In this paper, according to the needs of our own research, we put forward the research method which is based on Flanders interactive analysis system and supplemented by S-T research method. Four examples of isomerism courses in the same class are analyzed in detail, which total 12 regular courses. From the classroom emotional atmosphere, teaching style and tendency, classroom language structure and other aspects of a detailed comparison, in order to find out the chemistry expert teachers and novice teachers in the teaching language gap, and put forward relevant recommendations. Promote the growth of novice teachers. This article is mainly composed of three parts, respectively, the introduction, the text and the conclusion. The first part (Chapter 1) is the introduction. Based on the present situation of teacher structure and the relevant documents issued by the state in recent years to deepen the educational reform, this paper explains the background and significance of the comparative study of expert teachers and novice teachers. Then the sample to be studied is explained in detail. The second part (Chapter 2-4) is the main body part 2 chapter 2 is the theoretical foundation summary, from the theory angle, has defined the expert teacher, the novice teacher, the language, the teaching language and so on related concepts, respectively, And the literature on teaching language at home and abroad is summarized. Then the Flanders interactive analysis system and S-T research method are described in detail. Chapter 3 is the data processing part, which processes the 12 regular lesson videos, records the interactive analysis coding of each lesson and the main events in the classroom, and then from the emotional atmosphere, teaching style and tendency, language structure. Whether it is in line with the concept of the new curriculum and other aspects of comparison, draw a comparative conclusion of each lesson. The fourth chapter is the conclusion and suggestion of the research, combined with the analysis of the four lesson examples, the differences between novice and expert teachers in the teaching language; Then put forward the relevant strategies and feasibility suggestions, so that the novice teachers can improve their teaching ability as soon as possible, and continue to close to the expert teachers; finally, the deficiencies of this study are explained. The third part (Chapter 5) conclusion.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8
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