高中化學(xué)教師課堂教學(xué)診斷能力的質(zhì)性研究
發(fā)布時間：2019-02-16 21:32
【摘要】：課堂教學(xué)是教師的主要專業(yè)能力,在課堂上,教師要及時發(fā)現(xiàn)學(xué)生和教學(xué)中出現(xiàn)的問題和原因,并尋求解決問題的方案,這需要教師具有良好的課堂教學(xué)診斷能力。目前關(guān)于化學(xué)課堂教學(xué)診斷能力的研究較少,大多是對國外相關(guān)研究進行綜述和對國內(nèi)現(xiàn)狀進行演繹分析,相比之下實證研究較少,研究結(jié)論比較籠統(tǒng)、重復(fù)。另外,國內(nèi)外對于教學(xué)診斷的量性研究較多,而質(zhì)性研究較為薄弱,對教師教學(xué)實踐缺乏有效的指導(dǎo)性。本文采用質(zhì)性研究的方式,通過剖析專家型教師、經(jīng)驗型教師及新手型教師課堂教學(xué)診斷行為,總結(jié)出三種類型教師診斷能力的體現(xiàn),歸納優(yōu)點,指出不足,對教師特別是新手型教師提出建議,使新手型教師的課堂教學(xué)診斷有規(guī)律可循,從而促進化學(xué)教師的專業(yè)成長。本研究由八個部分組成。第一部分緒論,說明研究的緣起以及本研究的意義。第二部分為文獻(xiàn)綜述,闡釋“教學(xué)診斷”、“化學(xué)教學(xué)診斷能力”、“化學(xué)課堂教學(xué)診斷能力”等核心概念；綜合述評本研究相關(guān)的國內(nèi)外研究現(xiàn)狀。第三部分是研究方法與過程,本研究采用文獻(xiàn)法、訪談法、課堂觀察法等質(zhì)的研究方法進行研究；介紹了研究工具的制定；研究過程包括對研究者和研究對象所處的環(huán)境、研究者自身的經(jīng)歷及研究對象的選擇進行了描述。第四部分是三種類型教師課堂教學(xué)診斷能力的綜合比較。第五部分是三種類型教師課堂教學(xué)診斷能力之診教師維度比較。第六部分是三種類型教師課堂教學(xué)診斷能力之診學(xué)生維度比較。第七部分是三種類型教師課堂教學(xué)診斷能力之診師生關(guān)系維度比較。最后一部分是本研究的結(jié)論與啟示。研究發(fā)現(xiàn)化學(xué)新手型、經(jīng)驗型、專家型教師課堂教學(xué)診斷能力的表現(xiàn)既有共同特征,又有差異特征。共同特征：1、均具有教學(xué)診斷能力,教學(xué)診斷能力體現(xiàn)相同的維度偏向。2、對自己的教的診斷頻次偏低,但是診斷成功率高。3、教師診學(xué)生關(guān)注的維度有著巨大的偏差,教師的教育目標(biāo)定位不全面。4、對師生關(guān)系的診斷頻次過低,缺乏重視。差異特征：1、新手型、經(jīng)驗型、專家型教師診斷能力發(fā)展趨勢逐步提升,對“教學(xué)診斷”相關(guān)概念理解程度逐漸加深。2、新手型教師診斷問題解決滯后,準(zhǔn)備不足。3、三種類型教師診學(xué)生的頻次差異巨大,新手型教師診斷成功率低。4、在課堂教學(xué)診斷中對師生關(guān)系把握存在區(qū)別,新手型教師“自我”意識強烈,忽視與學(xué)生互動。根據(jù)研究結(jié)論,得出如下啟示：1、課堂教學(xué)診斷能力應(yīng)均衡發(fā)展。2、應(yīng)重視對自身教學(xué)的診斷,備課準(zhǔn)備充分,及時解決問題。3、應(yīng)全面定位自身教育目標(biāo)。4、關(guān)注師生關(guān)系,注重與學(xué)生情感交流。5、加強課堂教學(xué)診斷能力的修養(yǎng)。
[Abstract]:Classroom teaching is the main professional ability of teachers. In class, teachers should find out the problems and causes of students and teaching in time, and seek solutions to the problems, which requires teachers to have good diagnostic ability in classroom teaching. At present, there are few researches on the diagnostic ability of chemistry classroom teaching, most of which are related to foreign studies and deductive analysis of the present situation in China. In contrast, the empirical research is less, and the conclusions of the research are more general and repetitive. In addition, there are many quantitative studies on teaching diagnosis at home and abroad, but the qualitative research is relatively weak, which is lack of effective guidance to teachers' teaching practice. In this paper, by analyzing the diagnostic behavior of expert, experiential and novice teachers in classroom teaching, the author summarizes the embodiment of the diagnostic ability of three types of teachers, concludes the advantages, and points out the shortcomings. Some suggestions are put forward to teachers, especially novice teachers, so that the diagnosis of novice teachers in classroom teaching can be followed regularly, thus promoting the professional growth of chemistry teachers. This study consists of eight parts. The first part is an introduction to explain the origin of the study and the significance of this study. The second part is a literature review, explaining the core concepts of "teaching diagnosis", "chemistry teaching diagnostic ability", "chemistry classroom teaching diagnostic ability" and so on. The third part is the research method and the process, this research adopts the literature method, the interview method, the classroom observation method and so on qualitative research method carries on the research, has introduced the research tool formulation; The research process includes describing the environment of the researcher and the research object, the researcher's own experience and the choice of the research object. The fourth part is the comprehensive comparison of three types of teachers'diagnostic ability in classroom teaching. The fifth part is the comparison of three types of teachers' diagnostic ability in classroom teaching. The sixth part is the comparison of three types of teachers' diagnostic ability in classroom teaching. The seventh part is the comparison of the relationship between teachers and students in the three types of teachers' classroom teaching diagnosis ability. The last part is the conclusion and inspiration of this study. It is found that there are both common and different characteristics of classroom teaching diagnostic ability of novice, experiential and expert teachers. Common features: 1, all have the ability of teaching diagnosis, the ability of teaching diagnosis reflects the same dimension bias, the frequency of diagnosis of their own teaching is low, but the success rate of diagnosis is high. 3. There is a huge deviation in the dimension that teachers and students pay attention to. The orientation of teacher's educational goal is not comprehensive. 4. The diagnosis frequency of teacher-student relationship is too low and lack of attention. The difference features: 1, novice, experiential and expert teachers' diagnostic ability is developing gradually, and the level of understanding of the related concepts of "teaching diagnosis" is deepening gradually. 2. The novice teachers' diagnosis problem solving lags behind, and the preparation is not enough. 3. The three types of teachers have great differences in frequency and low success rate in diagnosis of novice teachers. 4. There are differences in the relationship between teachers and students in the diagnosis of classroom teaching. The novice teachers have a strong sense of "self" and neglect to interact with students. According to the conclusions of the study, the following enlightenments are drawn: 1. The diagnostic ability of classroom teaching should be developed in a balanced way. 2. The diagnosis of teaching itself should be emphasized, the preparation of lessons should be sufficient, the problems should be solved in time. Pay attention to the relationship between teachers and students, pay attention to emotional communication with students. 5. Strengthen the cultivation of classroom teaching diagnostic ability.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.8
本文編號：2424855
[Abstract]:Classroom teaching is the main professional ability of teachers. In class, teachers should find out the problems and causes of students and teaching in time, and seek solutions to the problems, which requires teachers to have good diagnostic ability in classroom teaching. At present, there are few researches on the diagnostic ability of chemistry classroom teaching, most of which are related to foreign studies and deductive analysis of the present situation in China. In contrast, the empirical research is less, and the conclusions of the research are more general and repetitive. In addition, there are many quantitative studies on teaching diagnosis at home and abroad, but the qualitative research is relatively weak, which is lack of effective guidance to teachers' teaching practice. In this paper, by analyzing the diagnostic behavior of expert, experiential and novice teachers in classroom teaching, the author summarizes the embodiment of the diagnostic ability of three types of teachers, concludes the advantages, and points out the shortcomings. Some suggestions are put forward to teachers, especially novice teachers, so that the diagnosis of novice teachers in classroom teaching can be followed regularly, thus promoting the professional growth of chemistry teachers. This study consists of eight parts. The first part is an introduction to explain the origin of the study and the significance of this study. The second part is a literature review, explaining the core concepts of "teaching diagnosis", "chemistry teaching diagnostic ability", "chemistry classroom teaching diagnostic ability" and so on. The third part is the research method and the process, this research adopts the literature method, the interview method, the classroom observation method and so on qualitative research method carries on the research, has introduced the research tool formulation; The research process includes describing the environment of the researcher and the research object, the researcher's own experience and the choice of the research object. The fourth part is the comprehensive comparison of three types of teachers'diagnostic ability in classroom teaching. The fifth part is the comparison of three types of teachers' diagnostic ability in classroom teaching. The sixth part is the comparison of three types of teachers' diagnostic ability in classroom teaching. The seventh part is the comparison of the relationship between teachers and students in the three types of teachers' classroom teaching diagnosis ability. The last part is the conclusion and inspiration of this study. It is found that there are both common and different characteristics of classroom teaching diagnostic ability of novice, experiential and expert teachers. Common features: 1, all have the ability of teaching diagnosis, the ability of teaching diagnosis reflects the same dimension bias, the frequency of diagnosis of their own teaching is low, but the success rate of diagnosis is high. 3. There is a huge deviation in the dimension that teachers and students pay attention to. The orientation of teacher's educational goal is not comprehensive. 4. The diagnosis frequency of teacher-student relationship is too low and lack of attention. The difference features: 1, novice, experiential and expert teachers' diagnostic ability is developing gradually, and the level of understanding of the related concepts of "teaching diagnosis" is deepening gradually. 2. The novice teachers' diagnosis problem solving lags behind, and the preparation is not enough. 3. The three types of teachers have great differences in frequency and low success rate in diagnosis of novice teachers. 4. There are differences in the relationship between teachers and students in the diagnosis of classroom teaching. The novice teachers have a strong sense of "self" and neglect to interact with students. According to the conclusions of the study, the following enlightenments are drawn: 1. The diagnostic ability of classroom teaching should be developed in a balanced way. 2. The diagnosis of teaching itself should be emphasized, the preparation of lessons should be sufficient, the problems should be solved in time. Pay attention to the relationship between teachers and students, pay attention to emotional communication with students. 5. Strengthen the cultivation of classroom teaching diagnostic ability.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.8
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相關(guān)期刊論文 前4條
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