新手型、成手型化学教师的教学行为对学生课堂学习主动性影响的个案研究
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摘要
新一轮的课程改革提出“要使我国的基础教育适应时代发展的需要,就必须使学生拥有学习的主动权,使学生自己能积极地去寻求知识,发现问题,锻炼能力,发展新思维。”学习主动性是整个主体性学习中最活跃、最核心的因素,因此如何调动、培养学生学习的主动性是在新课改的背景下学校和教师要面临的一个重要问题。
本文通过对新手、成手型化学教师课堂的透视,了解在这两类教师的课堂中,学生学习的状态,判断学生学习的主动性程度,再从教师的化学教学行为入手,找出不同类型的教师促进学生主动学习的方法、策略以及还存在的一些问题,以期为教师改进课堂教学,培养学生的学习主动性提供意见。
本文共包括七个部分。
在引言部分,主要对课题的提出、已有的研究方向和研究成果做了简要的介绍。在学习主动性相关理论和化学教学行为部分,主要对学习主动性的含义、表现形式、影响因素以及激发学习主动性的策略做了文献梳理;并对本文所采用的教学行为的概念和类型的划分进行了界定和阐述。
第四部分主要对本文研究素材的选择,研究对象的界定以及研究方法的选取进行了说明。
主体部分主要利用弗兰德斯的互动分析系统对两类教师的课堂中学生学习的主动性情况进行了描述、比较;然后从教师教学行为入手,找出教师的教学行为对学生学习主动性产生的影响。
最后根据研究的内容,得出了几点结论。
The new round curriculum reform proposed that“in order to make our country's elementary education to adapt to the need of time development, must enable our students have the learning initiative, enables the students pursue knowledge, find the problem, exercise abilities, and develop the new thought positively by themselves.”The learning initiative is the most active and core factor in the students-oriented study, therefore ,how to motivate and raise the students’learning initiative is an important question which the schools and the teachers must face under the background of new curriculum reform.
By looking in the classes of the jackroo teacher and the proficient teacher, the auther find out the learning conditions of the students and judges degree of the learning initiative in these two types of teacher' classes; then find out the methods and strategies which the two types of teacher adopt for promoting the students to study on their own initiative, find out the problems which still existing by analysing the chemistry teaching behavior. This paper is going to provide opinions about how to improve the classroom instruction and raise students’learning initiative for the teachers.
Seven parts are included in this paper, and here are the content and achievement of each:
The foreword of this paper give a brief introduction to the orgin of the paper and the direction and value of the research work.
The second and the third parts are about the learing initiative theories and chemistry teaching behavior. The second part arrange the document about the meaning, manifestations, influencing factors of the learing initiative and the strategies about stimulating learning initiative. The third part define the meaning and the categories of chemistry teaching behavior which this paper adopt.
The fourth part give an explanation about the selection of research material, the defination and deternination of the research object and the selection of the research method.
The main part describs and compares the learning initiative of the two teachers’classrooms by Flanders’System of Internation Analysis, then find out the influence on the learning initiative which caused by the teaching behavior by analysing the teaching behavior.
The last part analysis and discuss the researching result.
本文通过对新手、成手型化学教师课堂的透视,了解在这两类教师的课堂中,学生学习的状态,判断学生学习的主动性程度,再从教师的化学教学行为入手,找出不同类型的教师促进学生主动学习的方法、策略以及还存在的一些问题,以期为教师改进课堂教学,培养学生的学习主动性提供意见。
本文共包括七个部分。
在引言部分,主要对课题的提出、已有的研究方向和研究成果做了简要的介绍。在学习主动性相关理论和化学教学行为部分,主要对学习主动性的含义、表现形式、影响因素以及激发学习主动性的策略做了文献梳理;并对本文所采用的教学行为的概念和类型的划分进行了界定和阐述。
第四部分主要对本文研究素材的选择,研究对象的界定以及研究方法的选取进行了说明。
主体部分主要利用弗兰德斯的互动分析系统对两类教师的课堂中学生学习的主动性情况进行了描述、比较;然后从教师教学行为入手,找出教师的教学行为对学生学习主动性产生的影响。
最后根据研究的内容,得出了几点结论。
The new round curriculum reform proposed that“in order to make our country's elementary education to adapt to the need of time development, must enable our students have the learning initiative, enables the students pursue knowledge, find the problem, exercise abilities, and develop the new thought positively by themselves.”The learning initiative is the most active and core factor in the students-oriented study, therefore ,how to motivate and raise the students’learning initiative is an important question which the schools and the teachers must face under the background of new curriculum reform.
By looking in the classes of the jackroo teacher and the proficient teacher, the auther find out the learning conditions of the students and judges degree of the learning initiative in these two types of teacher' classes; then find out the methods and strategies which the two types of teacher adopt for promoting the students to study on their own initiative, find out the problems which still existing by analysing the chemistry teaching behavior. This paper is going to provide opinions about how to improve the classroom instruction and raise students’learning initiative for the teachers.
Seven parts are included in this paper, and here are the content and achievement of each:
The foreword of this paper give a brief introduction to the orgin of the paper and the direction and value of the research work.
The second and the third parts are about the learing initiative theories and chemistry teaching behavior. The second part arrange the document about the meaning, manifestations, influencing factors of the learing initiative and the strategies about stimulating learning initiative. The third part define the meaning and the categories of chemistry teaching behavior which this paper adopt.
The fourth part give an explanation about the selection of research material, the defination and deternination of the research object and the selection of the research method.
The main part describs and compares the learning initiative of the two teachers’classrooms by Flanders’System of Internation Analysis, then find out the influence on the learning initiative which caused by the teaching behavior by analysing the teaching behavior.
The last part analysis and discuss the researching result.
引文
[1]《走进新课程》丛书编委会组织.化学课程标准研制组编写.普通高中化学课程标准(实验)解读[M].武汉:湖北教育出版社,2004.11.
[2]钟启泉等主编.为了中华民族的复兴、为了每位学生的发展[M].上海:华东师范大学出版社,2001,4-5.
[3]张天宝.主体性教育[M] .北京:教育科学出版社,2001,149.
[4][13][15] 陈贤钦.高中学生学习主动性培养的研究[D]:[硕士学位论文].福建:福建师范大学,2003.5-6.
[5] 李荣鉴.在课堂中学生学习主动性消失的思考[J].黔东南民族师范高等专科学校学报,2002,20(6):34-35.
[7]周平湘.学生语文学习主动性的培养[J] .贵州教育,2001(4):24-25.
[8]钱晓红,张艳华调动学生学习主动性的两点做法[J].黑龙江教育,1996(7):34-36.
[9]刘瑞军.培养与发展学生学习主动性、积极性和能力的研究[J].教学与管理,1999(6):43-44.
[10](美)布罗菲著.激发学习动机[M].陆怡如译.上海:华东师范大学出版社,2005.4.
[11] 陈平,刘敏.小学生学习主动性培养的实验研究[J] .教育研究,1995(11):25-26.
[12] 房德康.浅谈激励大学生的学习主动性[J] .江苏理工大学学报,1995,16(3):62-64.
[14] [16][24][25] 郑长龙.化学课程与教学论[M] .长春:东北师范大学出版社,2005.130、132、159、161-162.
[17][18] [20]薛萍萍.我国初中生学习主动性的文献研究综述[J] .内蒙古师范大学学报(社会科学版),2007,20(2):37.
[19]张寿.对主动性学习理论的思考[J] .延边大学学报,2003,36(3):60.
[21]徐胜三主编.中学教育心理学[M] .北京:人民教育出版社,2001.117-122.
[22]刘润华.论学生主动学习的现状及其对策-兼谈中学物理教学改革[D]:[硕士学位论文].江西:江西师范大学,7-11.
[23]王祖浩.化学教育心理学[M] .南宁:广西教育出版社,2007.236-238.
[26][29] 孟迎芳新手-熟手-专家型教师教学策略的比较研究[D]:[硕士学位论文].福建:福建师范大学,2002.2-3.
[27] [30]孟迎芳,连榕,郭春彦.专家-熟手-新手型教师教学策略的比较研究[J] .心理发展与教育,2004(4):72.
[28]潘贤权,连榕,李亚真.新手-熟手-专家型教师教学动机特点的研究[J] .教学与管理,2005(6):24.
[31]连榕.新手-熟手-专家型教师心理特征的比较[J] .心理学报,2004,36(1):44~52.
[32]陈瑶.课堂观察指导[M] .北京:教育科学出版社,2002.120-125.
[33]Kenneth D. Moore.Classroom Teaching Skills[M]:Second Edition.McGraw-Hill,lnc,1992.30-31.
[34]肖锋.课堂语言行为互动分析——一种新型的课堂教学研究工具[J] .辽宁师范大学学报(社会科学版),2000,23(6):41-42.
[35] 叶芳.《历史与社会》课程中培养学生学习主动性初步实践[J] .内蒙古师范大学学报(教育科学版),2005,18(6):104.
[36]杨双伟.信息技术与物理教学整合课例[J] .物理教师,2005,26(6):48-50.
[37][38]Norman A. Sprinthall and Richard C.Sprinthall. Educational Psychology[M] : Fifth Edition.McGraw-Hill,lnc,30-31.
[2]钟启泉等主编.为了中华民族的复兴、为了每位学生的发展[M].上海:华东师范大学出版社,2001,4-5.
[3]张天宝.主体性教育[M] .北京:教育科学出版社,2001,149.
[4][13][15] 陈贤钦.高中学生学习主动性培养的研究[D]:[硕士学位论文].福建:福建师范大学,2003.5-6.
[5] 李荣鉴.在课堂中学生学习主动性消失的思考[J].黔东南民族师范高等专科学校学报,2002,20(6):34-35.
[7]周平湘.学生语文学习主动性的培养[J] .贵州教育,2001(4):24-25.
[8]钱晓红,张艳华调动学生学习主动性的两点做法[J].黑龙江教育,1996(7):34-36.
[9]刘瑞军.培养与发展学生学习主动性、积极性和能力的研究[J].教学与管理,1999(6):43-44.
[10](美)布罗菲著.激发学习动机[M].陆怡如译.上海:华东师范大学出版社,2005.4.
[11] 陈平,刘敏.小学生学习主动性培养的实验研究[J] .教育研究,1995(11):25-26.
[12] 房德康.浅谈激励大学生的学习主动性[J] .江苏理工大学学报,1995,16(3):62-64.
[14] [16][24][25] 郑长龙.化学课程与教学论[M] .长春:东北师范大学出版社,2005.130、132、159、161-162.
[17][18] [20]薛萍萍.我国初中生学习主动性的文献研究综述[J] .内蒙古师范大学学报(社会科学版),2007,20(2):37.
[19]张寿.对主动性学习理论的思考[J] .延边大学学报,2003,36(3):60.
[21]徐胜三主编.中学教育心理学[M] .北京:人民教育出版社,2001.117-122.
[22]刘润华.论学生主动学习的现状及其对策-兼谈中学物理教学改革[D]:[硕士学位论文].江西:江西师范大学,7-11.
[23]王祖浩.化学教育心理学[M] .南宁:广西教育出版社,2007.236-238.
[26][29] 孟迎芳新手-熟手-专家型教师教学策略的比较研究[D]:[硕士学位论文].福建:福建师范大学,2002.2-3.
[27] [30]孟迎芳,连榕,郭春彦.专家-熟手-新手型教师教学策略的比较研究[J] .心理发展与教育,2004(4):72.
[28]潘贤权,连榕,李亚真.新手-熟手-专家型教师教学动机特点的研究[J] .教学与管理,2005(6):24.
[31]连榕.新手-熟手-专家型教师心理特征的比较[J] .心理学报,2004,36(1):44~52.
[32]陈瑶.课堂观察指导[M] .北京:教育科学出版社,2002.120-125.
[33]Kenneth D. Moore.Classroom Teaching Skills[M]:Second Edition.McGraw-Hill,lnc,1992.30-31.
[34]肖锋.课堂语言行为互动分析——一种新型的课堂教学研究工具[J] .辽宁师范大学学报(社会科学版),2000,23(6):41-42.
[35] 叶芳.《历史与社会》课程中培养学生学习主动性初步实践[J] .内蒙古师范大学学报(教育科学版),2005,18(6):104.
[36]杨双伟.信息技术与物理教学整合课例[J] .物理教师,2005,26(6):48-50.
[37][38]Norman A. Sprinthall and Richard C.Sprinthall. Educational Psychology[M] : Fifth Edition.McGraw-Hill,lnc,30-31.