基于Nvivo的高中化学优质课教学行为特征研究
发布时间：2019-06-03 22:03
【摘要】：随着课堂教学改革的发展,聚焦于课例的课堂教学行为特征的研究已成为国内外教育改革研究的热点之一。探索课堂教学行为特征不仅能提高教学水平,还能实现教师自身的专业发展,具有十分重要的现实意义。采用学科性强的化学课堂观察量化工具进行视频分析,已成为揭示不同类别化学课堂教学行为特征的重要途径。文献研究表明,已有的研究工具学科特征不明显,难以从学科的视角挖掘教师教学特色,常态课教学又有较大的随意性。因此本文选择2014年化学优质课视频作为研究对象,基于Nvivo11质性分析软件并利用具有化学教学特征的编码系统得出可视化的数据资料,对比不同类型化学优质课中的教学行为,希望为化学课堂教学行为研究提供新的思路。本研究主要采用文献法,视频编码分析法,课堂录像观察法等。通过现代化学互动分析系统3C-FIAS、化学课堂结构的CPUP模型建立节点,质性分析软件Nvivo11进行编码和数据处理,采用定性观察和定量分析相结合的方法,对不同课型化学优质课作对比分析,得出有参考意义的教学启示。本研究主要包括以下六个部分:第一部分是绪论。主要阐述问题的提出和研究意义、研究思路等。第二部分是研究综述。第三部分是研究工具的选择与设计,包括研究对象的选择、研究工具等。第四部分是优质课师生互动行为分析。第五部分是优质课化学课堂结构分析。第六部分是研究结论与反思。研究发现,优质课有如下特点:1.师生互动行为。教师关注学生情感,善于调动学生的积极性;以学生为主体,重视学生实验和探究;提问次数最多,讲授用时最长,课堂开放度不够大;重复学生回答较多,指示较多,学生主动讲话少。2.各级教学内容分布。(CPUP模型对教学内容划分的标准是由A级到E级重要程度依次降低)A级教学内容用时最多,除此之外,有机物、化学反应原理在B级内容用时较多,元素化合物在C级内容用时较多;并且,随着教材内容的重要性降低,所用的时间也对应减少。优质课对教学内容的安排比较合理。3.各类教学行为链分布。讲授型E链在有机物中用时最多;交流型B链在元素化合物中用时最多;直答型C链在化学反应原理中用时最多。4.教学内容与教学行为链的匹配性。优质课中教学内容(IDC)与教学行为链(IBCM)匹配性良好;有机物在匹配性MD=2中的比例最大;化学反应原理在MD=3中的比例最大;元素化合物的IDC与IBCM的匹配性最好。本研究以优质课视频为研究对象,利用Nvivo质性分析软件,从师生互动教学行为、化学课堂结构两大维度对优质课进行了分析,希望给相关研究者一些思路或启示。
[Abstract]:With the development of classroom teaching reform, the research on the characteristics of classroom teaching behavior focusing on lessons has become one of the hotspots of educational reform at home and abroad. It is of great practical significance to explore the characteristics of classroom teaching behavior not only to improve the teaching level, but also to realize the professional development of teachers themselves. It has become an important way to reveal the characteristics of different types of chemistry classroom teaching behavior by using the quantitative tool of chemistry classroom observation with strong discipline for video analysis. The literature research shows that the characteristics of the existing research tools are not obvious, so it is difficult to excavate the teaching characteristics of teachers from the perspective of subjects, and the teaching of regular courses is more arbitrary. Therefore, this paper selects 2014 chemistry high quality course video as the research object, based on Nvivo11 qualitative analysis software and using the coding system with chemistry teaching characteristics to obtain visual data, and compares the teaching behavior of different types of chemistry high quality courses. I hope to provide a new way of thinking for the study of chemistry classroom teaching behavior. This study mainly uses literature method, video coding analysis method, classroom video observation method and so on. Through the modern chemical interaction analysis system 3C / FIAS, the CPUP model of chemistry classroom structure is established, the qualitative analysis software Nvivo11 is used for coding and data processing, and the method of qualitative observation and quantitative analysis is adopted. This paper makes a comparative analysis of the high quality chemistry classes of different classes, and obtains the teaching enlightenment of reference significance. This study mainly includes the following six parts: the first part is the introduction. Mainly elaborated the question raises and the research significance, the research train of thought and so on. The second part is a summary of the research. The third part is the choice and design of research tools, including the choice of research objects, research tools and so on. The fourth part is the analysis of teacher-student interaction behavior in high-quality classes. The fifth part is the analysis of the classroom structure of high quality chemistry. The sixth part is the research conclusion and reflection. It is found that the high quality classes have the following characteristics: 1. Teacher-student interaction behavior. Teachers pay attention to students' emotion and are good at arousing students' enthusiasm; taking students as the main body, paying attention to students' experiments and inquiry; asking questions the most, using the longest teaching time, and not being open enough in the classroom; Repeated students have more answers, more instructions, and less active speeches. 2. The. (CPUP model of teaching content distribution at all levels reduces the importance of teaching content from grade A to grade E in turn. In addition, the principle of organic matter and chemical reaction takes more time in the content of grade B. Element compounds are often used in grade C content. Moreover, with the reduction of the importance of the content of the textbook, the time spent is also reduced. The arrangement of teaching content in high quality course is more reasonable. 3. All kinds of teaching behavior chain distribution. Lecturing E chain is the most commonly used in organic matter, alternating B chain is the most often used in element compounds, and direct answer type C chain is the most used in chemical reaction principle. 4. The matching between teaching content and teaching behavior chain. In the high quality class, the teaching content (IDC) matches well with the teaching behavior chain (IBCM), the proportion of organic matter in the matching MD=2 is the largest, the chemical reaction principle is the largest in the MD=3, and the IDC of the element compound has the best matching with the IBCM. This study takes the high quality class video as the research object, uses the Nvivo qualitative analysis software, from the teacher-student interaction teaching behavior, the chemistry classroom structure two dimensions carries on the analysis to the high quality class, hopes to give the related researcher some train of thought or the enlightenment.
【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】：G633.8
本文编号：2492253
[Abstract]:With the development of classroom teaching reform, the research on the characteristics of classroom teaching behavior focusing on lessons has become one of the hotspots of educational reform at home and abroad. It is of great practical significance to explore the characteristics of classroom teaching behavior not only to improve the teaching level, but also to realize the professional development of teachers themselves. It has become an important way to reveal the characteristics of different types of chemistry classroom teaching behavior by using the quantitative tool of chemistry classroom observation with strong discipline for video analysis. The literature research shows that the characteristics of the existing research tools are not obvious, so it is difficult to excavate the teaching characteristics of teachers from the perspective of subjects, and the teaching of regular courses is more arbitrary. Therefore, this paper selects 2014 chemistry high quality course video as the research object, based on Nvivo11 qualitative analysis software and using the coding system with chemistry teaching characteristics to obtain visual data, and compares the teaching behavior of different types of chemistry high quality courses. I hope to provide a new way of thinking for the study of chemistry classroom teaching behavior. This study mainly uses literature method, video coding analysis method, classroom video observation method and so on. Through the modern chemical interaction analysis system 3C / FIAS, the CPUP model of chemistry classroom structure is established, the qualitative analysis software Nvivo11 is used for coding and data processing, and the method of qualitative observation and quantitative analysis is adopted. This paper makes a comparative analysis of the high quality chemistry classes of different classes, and obtains the teaching enlightenment of reference significance. This study mainly includes the following six parts: the first part is the introduction. Mainly elaborated the question raises and the research significance, the research train of thought and so on. The second part is a summary of the research. The third part is the choice and design of research tools, including the choice of research objects, research tools and so on. The fourth part is the analysis of teacher-student interaction behavior in high-quality classes. The fifth part is the analysis of the classroom structure of high quality chemistry. The sixth part is the research conclusion and reflection. It is found that the high quality classes have the following characteristics: 1. Teacher-student interaction behavior. Teachers pay attention to students' emotion and are good at arousing students' enthusiasm; taking students as the main body, paying attention to students' experiments and inquiry; asking questions the most, using the longest teaching time, and not being open enough in the classroom; Repeated students have more answers, more instructions, and less active speeches. 2. The. (CPUP model of teaching content distribution at all levels reduces the importance of teaching content from grade A to grade E in turn. In addition, the principle of organic matter and chemical reaction takes more time in the content of grade B. Element compounds are often used in grade C content. Moreover, with the reduction of the importance of the content of the textbook, the time spent is also reduced. The arrangement of teaching content in high quality course is more reasonable. 3. All kinds of teaching behavior chain distribution. Lecturing E chain is the most commonly used in organic matter, alternating B chain is the most often used in element compounds, and direct answer type C chain is the most used in chemical reaction principle. 4. The matching between teaching content and teaching behavior chain. In the high quality class, the teaching content (IDC) matches well with the teaching behavior chain (IBCM), the proportion of organic matter in the matching MD=2 is the largest, the chemical reaction principle is the largest in the MD=3, and the IDC of the element compound has the best matching with the IBCM. This study takes the high quality class video as the research object, uses the Nvivo qualitative analysis software, from the teacher-student interaction teaching behavior, the chemistry classroom structure two dimensions carries on the analysis to the high quality class, hopes to give the related researcher some train of thought or the enlightenment.
【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】：G633.8
【参考文献】
相关期刊论文 前10条
1 杨勇;;中学新手—熟手型教师化学课堂教学行为特征的对比分析——以《铁的重要化合物》为例[J];教育理论与实践;2016年23期
2 高瑛;林康立;马宏佳;;研究现代化学课堂教学行为的量化工具——3C-FIAS[J];化学教育;2016年05期
3 王娟;;多维、合作、反思:中美课堂观察模式的比较与启示[J];教育研究与实验;2016年01期
4 郑长龙;贾梦英;何鹏;;优质课堂与常态课堂教学有效性的比较研究——以“原电池”教学为例[J];现代中小学教育;2015年10期
5 叶立军;周芳丽;;基于录像分析背景下的优秀数学教师课堂提问能力的研究[J];数学教育学报;2014年03期
6 罗生全;;中小学教师有效教学行为调查研究[J];教育研究;2014年04期
7 张海;;弗兰德斯互动分析系统的方法与特点[J];当代教育与文化;2014年02期
8 孙众;马玉慧;;视频案例多元分析法促进新手教师专业发展研究[J];电化教育研究;2013年08期
9 黄江燕;李家鹏;乔刘伟;;课堂观察研究的文献综述[J];长江师范学院学报;2012年12期
10 刘冬梅;;教师课堂教学行为研究述评[J];黑龙江教育学院学报;2012年12期
相关博士学位论文 前2条
1 盖立春;复杂性科学视野下的化学课堂“教学行为组合”研究[D];东北师范大学;2011年
2 娄延果;化学课堂“教学行为对”及其组合的研究[D];东北师范大学;2010年
相关硕士学位论文 前10条
1 宋彦斌;高中化学优质课教学行为对特征研究[D];西北师范大学;2015年
2 庞佳佳;熟手型教师中学化学课堂教学内容重要性程度与所用教学行为对的组合模式的关系研究[D];东北师范大学;2014年
3 徐康;高中化学“边讲边实验”课堂教学研究[D];南京师范大学;2014年
4 宋佳音;教师自主支持认知与自主支持行为相关性的研究[D];南京师范大学;2014年
5 吴迪;CPUP模型在高中化学优质课评价中的应用[D];华中师范大学;2014年
6 刘思含;优质化学课堂中基元内容重要性程度与教学行为对组合模式类型的匹配特征研究[D];东北师范大学;2012年
7 金文;基于Nvivo的课堂视频分析[D];华东师范大学;2012年
8 闫君;化学教学中师生互动语言及行为分析编码系统的研究[D];陕西师范大学;2010年
9 孙伟彦;Podcasting在微格教学中的应用研究[D];西南大学;2010年
10 刘红梅;基于网络的微格教学系统的设计[D];南京师范大学;2008年
，本文编号：2492253
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2492253.html
