本文關(guān)鍵詞：高中地理新手—專家型教師課堂師生互動(dòng)比較研究　出處：《江西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 高中地理 專家型教師 新手型教師 課堂師生互動(dòng)

【摘要】：新手型教師在教學(xué)技能、課堂管理等方面經(jīng)驗(yàn)不足,影響教學(xué)效率。為了提高教學(xué)效率,壯大師資力量,新手型教師需盡快轉(zhuǎn)變?yōu)閷＜倚徒處�。本論文以課堂師生互動(dòng)為切入點(diǎn),分析探討高中地理新手型教師與專家型教師的互動(dòng)差異,發(fā)現(xiàn)新手型教師課堂師生互動(dòng)的不足,提煉專家型教師課堂師生互動(dòng)的精妙之處,從而給新手型教師的教育教學(xué)提供借鑒,提高他們的教學(xué)的技能,促進(jìn)其盡快向?qū)＜倚徒處熮D(zhuǎn)變。本研究對(duì)相關(guān)研究文獻(xiàn)進(jìn)行了整理和總結(jié),了解國(guó)內(nèi)外關(guān)于專家型教師和新手型教師及課堂師生互動(dòng)的相關(guān)理論研究和實(shí)證研究成果;在堅(jiān)實(shí)的理論基礎(chǔ)上,本研究采取問卷調(diào)查和課堂觀察等研究方式,分析高種地理新手型教師和專家型教師課堂師生互動(dòng)方面差異。本研究表明:(1)課前準(zhǔn)備。高中地理專家型教師課前師生互動(dòng)準(zhǔn)備充分,并能根據(jù)課堂具體實(shí)情做出適當(dāng)調(diào)整,能夠充分考慮到學(xué)生的學(xué)情。高中地理新手型教師課前對(duì)于課堂互動(dòng)的設(shè)計(jì)過于死板,其課堂師生互動(dòng)的設(shè)計(jì)易忽視學(xué)生學(xué)情。(2)課堂師生互動(dòng)的生成與實(shí)施。高中地理專家型教師在組織課堂師生互動(dòng)時(shí)能夠落實(shí)學(xué)生主體地位,考慮學(xué)生學(xué)情,適時(shí)對(duì)互動(dòng)情況進(jìn)行反饋,并能引導(dǎo)學(xué)生進(jìn)行自我修正;其在課堂上注重與學(xué)生進(jìn)行積極情感交流,并能與學(xué)生保持融洽、相互尊重的師生關(guān)系。高中地理新手型教師組織課堂互動(dòng)時(shí),容易拘泥于教案,忽視學(xué)生學(xué)情,并且不能很好的引導(dǎo)學(xué)生進(jìn)行自我修正;其在課堂上有時(shí)會(huì)對(duì)學(xué)生產(chǎn)生批評(píng)、苛責(zé)甚至懲罰等消極的情感。(3)教師課后對(duì)課堂師生互動(dòng)實(shí)施狀況的反思。高中地理專家型教師課后能夠通過不斷的教學(xué)反思,發(fā)現(xiàn)并分析解決課堂師生互動(dòng)方面的問題,從而提高其互動(dòng)效率。高中地理新手型教師課后對(duì)其課堂互動(dòng)情況的反思意識(shí)較弱。本論文旨在通過對(duì)高中地理專家型教師與新手型教師課堂師生互動(dòng)的差異研究,提出提高高中地理新手型教師課堂師生互動(dòng)效率的策略。
[Abstract]:The novice teachers in teaching skills, classroom management and other aspects of the lack of experience, affects the teaching efficiency. In order to improve the teaching efficiency, strengthen teachers strength, novice teachers need to change as soon as possible for expert teachers. In this paper, the classroom teacher-student interaction as the breakthrough point, analysis of the interaction of high school geography between novice teachers and expert teachers. Lack of teacher-student interaction in the classroom of novice teachers, expert teachers and students refine the subtleties of classroom interaction, and to the teaching of novice teachers to provide reference, improve their teaching skills, promote the teachers to expert change as soon as possible. In this study, it summarizes the relevant research literature at home and abroad, to understand expert teachers and novice teachers and classroom teacher-student interaction in the relevant theoretical and empirical research; based on solid theory, this research adopts the questionnaire And classroom observation and other research methods, analysis of high teacher geography novice teachers and expert teachers classroom interaction differences. This study shows that: (1) preparation before the class. The expert geography teachers before class interaction between teachers and students to the full, and can make appropriate adjustments according to the specific facts of the classroom, can give full consideration to the students' learning high school geography. The novice teachers before class design for classroom interaction is too rigid, the teacher-student interaction design easy to ignore the students learning situation. (2) the formation and implementation of the teacher-student interaction. The expert geography teachers to implement the principal role of students in teacher-student interactive classroom organization, consider students timely the interaction of feedback, and guide students to self correct; it pays attention to positive emotional communication with students in the classroom, and can maintain rapport with students, teachers and students relations of mutual respect and senior high school. Geography novice teachers to organize classroom interaction, easy to adhere to the teaching plan, ignoring students' learning situation, and not very good to guide students to self correct it; sometimes in the classroom for students to produce criticism, blame and even punishment negative emotions. (3) after the reflection of teacher class interaction between teachers and students on the implementation status. The expert geography teachers class through continuous teaching reflection, discovery and analysis to solve the teacher-student interaction problems, so as to improve the efficiency of interaction. The high school geography novice teachers class on the classroom interaction reflection consciousness is weak. This paper aims to study the difference of interaction between teachers and students in high school geography expert teacher and novice teachers in the classroom, teachers and students to improve the high school geography novice teachers classroom interaction efficiency strategy.

【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.55

【參考文獻(xiàn)】

相關(guān)期刊論文 前4條

1 李樺;;地理課堂討論教學(xué)的反思[J];地理教學(xué);2006年03期

2 陳振中;師生角色互動(dòng)的再認(rèn)識(shí)[J];天津市教科院學(xué)報(bào);2004年03期

3 徐紅;;“專家型教師”及其相關(guān)概念辨析[J];上海教育科研;2012年12期

4 張磊;;情感互動(dòng)在地理教學(xué)中的實(shí)踐[J];新課程(教研);2011年01期

相關(guān)碩士學(xué)位論文 前1條

1 曾莉;中學(xué)課堂師生互動(dòng)研究[D];西南師范大學(xué);2005年

，

本文編號(hào)：1359439