本文選題：大學體育課堂 + 課堂管理評價�。� 參考：《杭州師范大學》2015年碩士論文

【摘要】：課堂管理是教學活動的重要組成部分,是影響課堂教學質量的重要因素。課堂管理評價不僅可以幫助教師發(fā)現課堂管理中的不足,還可以提供改進策略,提高教師教學質量。但是截至目前,有關于課堂管理評價的研究較少,也鮮有文獻完整的構建出大學體育課堂管理評價指標體系。為了給教師課堂管理提供有效借鑒,幫助教師進行合理高效課堂管理,提高教師教學質量,本文運用文獻資料法、專家問卷法、層次分析法等科研方法,構建出規(guī)范統(tǒng)一的大學體育課堂管理評價指標體系。首先,通過文獻資料法,在對相關研究進行綜述的基礎上明確課堂管理的概念、并以此對體育課堂管理進行了內涵外延的研究。然后,在上述理論研究的基礎之上,制定專家問卷、選定專家組,進行問卷發(fā)放,通過三輪專家問卷確定大學體育課堂管理評價指標體系,并運用層次分析法對其進行賦權。最終得出一個關于大學體育課堂管理評級指標體系,包含4個一級指標:B1課堂常規(guī)管理、B2課堂環(huán)境管理、B3課堂活動管理、B4課堂問題行為;11個二級指標:C1設定課堂目標的能力、C2確定課堂規(guī)則的能力、C3物理環(huán)境的管理、C4心理社會環(huán)境的管理、C5選擇課堂活動內容的能力、C6設計課堂活動程序、C7課堂活動方法的運用、C8課堂活動成效的評價、C9課堂活動的組織能力和協(xié)調能力、C10處理課堂沖突的能力、C11處理問題行為的能力;24個三級指標的指標體系:D1課堂目標清晰明確、D2目標適合學生的年齡特征,滿足學生的發(fā)展要求、D3滿足高校體育教育目標的需要、D4課堂規(guī)則明確合理可實施、D5空氣流通、D6光線亮度、D7場地、器材管理、D8合理運用自然資源的能力、D9課堂教學氣氛融洽、D10良好的師生關系、D11良好的同學關系、D12課堂活動運動量適宜、D13練習強度適宜、D14動作難度合理、D15內容的多樣性能滿足不同學生的興趣和需要、D16教學步驟設計科學、合理、D17能合理支配有效的教學時間、D18教學方法使用科學適宜、D19學生技能掌握情況是否良好、D20能合理安排活動所需的人員、場地器材、D21組織形式具有創(chuàng)新性、D22組織教學中是否有安全保護措施、D23能正確認識并恰當處理課堂沖突、D24能正確認識并恰當處理問題行為。
[Abstract]:Classroom management is an important part of teaching activities and an important factor affecting classroom teaching quality. Classroom management evaluation can not only help teachers find out the shortcomings in classroom management, but also provide strategies to improve teachers' teaching quality. But up to now, there are few researches on classroom management evaluation, and few documents have constructed the evaluation index system of college physical education classroom management. In order to provide effective reference for teachers' classroom management, to help teachers carry out reasonable and efficient classroom management and to improve teachers' teaching quality, this paper applies the methods of literature, expert questionnaire, analytic hierarchy process and other scientific research methods. A standardized and unified evaluation index system of college physical education classroom management is established. Firstly, the concept of classroom management is defined on the basis of literature review, and the connotation and extension of PE classroom management are studied. Then, on the basis of the above theoretical research, we make the expert questionnaire, select the expert group, issue the questionnaire, determine the evaluation index system of college physical education classroom management through three rounds of expert questionnaires, and use the analytic hierarchy process (AHP) to empower it. Finally, a rating index system for college physical education classroom management is obtained. B 2 classroom environment management / B3 classroom activity management / B4 classroom problem behavior management; 11 second level indicators: C 1 ability to set classroom objectives / C 2 ability to determine classroom rules and C 3 physical environment management The ability of C5 to choose the contents of classroom activities; the Application of C6 Design procedure of classroom activities; the Application of C7 classroom activity methods; Evaluation of the effectiveness of C8 classroom activities; the Organization and Coordination ability of C9 classroom activities; C10 processing The ability of conflict in class is the ability of C11 to deal with problem behavior, and the target system of 24 three-level indicators: the goal of class: D1 is clear and clear, and the goal of D2 is suitable for the age characteristics of the students. To meet the requirements of students' development and to meet the goals of physical education in colleges and universities, the D4 classroom rules can be clearly and reasonably implemented, and the D5 ventilation and D6 light intensity and D7 site can be implemented. The ability of D8 to make rational use of Natural Resources D9 classroom Teaching atmosphere is harmonious D10 good Teacher-Student relationship D11 good Student relationship D12 classroom activity is appropriate D13 exercise intensity is appropriate D14 exercise difficulty is reasonable and D15 content is much more Sample can meet the interests and needs of different students. D16 teaching steps can be designed scientifically. Reasonable D17 can reasonably dispose of effective teaching time / D18 teaching method / use of scientific and appropriate teaching methods: are students of D19 good at mastering their skills and D20 can reasonably arrange the personnel required for their activities, If there are safety protection measures in teaching and learning of site equipment, can D23 correctly understand and properly handle classroom conflicts? D24 can correctly understand and deal with problem behavior.
【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G807.4

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本文編號：2041006