小學課堂師生互動的空間差異及對策研究
發(fā)布時間：2018-12-20 10:11
【摘要】：座位空間是教學環(huán)境的重要組成部分,它擔負著教育資源和教育機會的分配,直接影響到學生的全面發(fā)展。師生互動并不是孤立的、理想化的師生對偶關系,而是與師生所處的整個環(huán)境密切聯(lián)系在一起的。其中,最明顯和重要的因素之一就是學生的座位空間。因此關于學生座位的研究頗受教育界的關注,但此方面的研究多集中在座位的形式、如何編排座位等方面。鮮有研究將座位作為一種空間進行探究,座位作為一種空間的意義需要被挖掘。從空間角度看,座位不僅有物質層面的構成,同時也有著非常豐富的社會含義。本研究基于空間社會學的視角,探究“秧田”式座位小學課堂師生互動存在的空間差異,以求最大限度地弱化差異,實現(xiàn)教學公平。本研究中運用課堂觀察法、訪談法,以河北與重慶的3所小學一至六年級的語文、數(shù)學、英語47節(jié)課為研究對象。本研究共分為七部分,第一部分為引言,分別介紹了本研究的背景與意義、文獻綜述、概念界定、研究問題、研究思路與方法；第二部分從空間社會學角度闡述座位的空間內涵,深入闡釋了座位的物理性與社會性內涵,奠定了本研究的理論基礎；第三部分介紹了對小學課堂師生教學性互動的空間差異的分析；第四部分介紹了對小學課堂師生管理性互動的空間差異的分析；第五部分介紹了小學課堂師生其他互動的差異的分析；第六部分總結了小學課堂師生互動空間差異的結果,并從空間社會學角度對原因進行了探討。第七部分從空間社會學角度提出了弱化差異的對策。本研究通過分析47節(jié)課的師生互動發(fā)現(xiàn),小學課堂師生互動存在空間差異。在教學性互動方面,教師與前排、中排的學生互動頻次更高,尤其是前左、前中、前右、中中區(qū)域的學生。并且前、中排學生回答問題的質量明顯高于后排學生。教師在對不同區(qū)域學生提問的類型存在著差異,對前、中排學生傾向于提問過程性問題,對后排學生提問較多結果性問題與經驗性問題。在教師對學生的反饋方面,教師對前、中排的學生給予較多的積極反饋,對后排的學生給予的消極反饋較多,而且很大部分對后排學生的提問是為了提醒后排學生跟上教學進程,避免開小差。在管理性互動上,前、中排學生受教師表揚的頻率高于后排學生,而且對后排學生的問題行為管理次數(shù)較多,并且傾向于采取中等管理強度的言語提醒、強制禁止的方式,對前中排的學生更多采取的是低強度的非言語暗示。在其他互動方面并未表現(xiàn)出明顯的空間差異,教師在對學生進行其他互動時傾向于就近原則。
[Abstract]:Seat space is an important part of teaching environment. It shoulders the allocation of educational resources and educational opportunities and directly affects the overall development of students. Teacher-student interaction is not isolated, idealized teacher-student duality, but closely related to the whole environment in which teachers and students live. One of the most obvious and important factors is student seat space. Therefore, the research on student seat is paid much attention by the educational circles, but the research focuses on the form of seat, how to arrange seat and so on. There are few studies on seat as a kind of space, and the significance of seat as a kind of space needs to be excavated. From a spatial point of view, the seat not only has a material level of composition, but also has a very rich social meaning. Based on the perspective of spatial sociology, this study explores the spatial differences in teacher-student interaction between teachers and students in "Yangtian" primary school, in order to weaken the differences to the maximum extent and to achieve teaching fairness. In this study, using classroom observation and interview, 47 classes of Chinese, mathematics and English in three primary schools in Hebei and Chongqing were studied. This research is divided into seven parts, the first part is the introduction, respectively introduced the background and significance of this study, literature review, concept definition, research issues, research ideas and methods; The second part elaborates the space connotation of the seat from the angle of space sociology, explains the physical and social connotation of the seat in depth, and lays the theoretical foundation of this research. The third part introduces the analysis of the spatial difference of teacher-student interaction in primary school classroom, the fourth part introduces the spatial difference of the teacher-student management interaction in primary school classroom. The fifth part introduces the analysis of the differences of other interactions between teachers and students in primary school classroom, and the sixth part summarizes the results of the spatial differences of teacher-student interaction in primary schools, and probes into the reasons from the perspective of spatial sociology. The seventh part puts forward the countermeasure of weakening the difference from the angle of space sociology. Based on the analysis of teacher-student interaction in 47 classes, this study finds that there are spatial differences in teacher-student interaction in primary schools. In terms of instructional interaction, the frequency of interaction between teachers and students in front row and middle row is higher, especially students in front left, front middle, front right and middle area. Moreover, the quality of students answering questions in the middle row was significantly higher than that in the back row. There are differences in the types of students' questions in different regions. In front, middle row students tend to ask procedural questions, while students in the back are asked more result questions and empirical questions. In terms of teachers' feedback to students, teachers give more positive feedback to the students in the front and middle rows, and more negative feedback to the students in the back row. And most of the back-row students are asked to remind them to keep up with the teaching process and avoid desertion. In the management interaction, the middle row students are praised by the teacher more frequently than the back row students, and the problem behavior management times of the back row students are more, and they tend to adopt the way of the middle management intensity verbal warning and the compulsory prohibition. Students in the front and middle row were more likely to take low-intensity non-verbal cues. There is no significant spatial difference in other interactions, and teachers tend to approach the principle of proximity when they interact with students.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G622.4
本文編號：2387844
[Abstract]:Seat space is an important part of teaching environment. It shoulders the allocation of educational resources and educational opportunities and directly affects the overall development of students. Teacher-student interaction is not isolated, idealized teacher-student duality, but closely related to the whole environment in which teachers and students live. One of the most obvious and important factors is student seat space. Therefore, the research on student seat is paid much attention by the educational circles, but the research focuses on the form of seat, how to arrange seat and so on. There are few studies on seat as a kind of space, and the significance of seat as a kind of space needs to be excavated. From a spatial point of view, the seat not only has a material level of composition, but also has a very rich social meaning. Based on the perspective of spatial sociology, this study explores the spatial differences in teacher-student interaction between teachers and students in "Yangtian" primary school, in order to weaken the differences to the maximum extent and to achieve teaching fairness. In this study, using classroom observation and interview, 47 classes of Chinese, mathematics and English in three primary schools in Hebei and Chongqing were studied. This research is divided into seven parts, the first part is the introduction, respectively introduced the background and significance of this study, literature review, concept definition, research issues, research ideas and methods; The second part elaborates the space connotation of the seat from the angle of space sociology, explains the physical and social connotation of the seat in depth, and lays the theoretical foundation of this research. The third part introduces the analysis of the spatial difference of teacher-student interaction in primary school classroom, the fourth part introduces the spatial difference of the teacher-student management interaction in primary school classroom. The fifth part introduces the analysis of the differences of other interactions between teachers and students in primary school classroom, and the sixth part summarizes the results of the spatial differences of teacher-student interaction in primary schools, and probes into the reasons from the perspective of spatial sociology. The seventh part puts forward the countermeasure of weakening the difference from the angle of space sociology. Based on the analysis of teacher-student interaction in 47 classes, this study finds that there are spatial differences in teacher-student interaction in primary schools. In terms of instructional interaction, the frequency of interaction between teachers and students in front row and middle row is higher, especially students in front left, front middle, front right and middle area. Moreover, the quality of students answering questions in the middle row was significantly higher than that in the back row. There are differences in the types of students' questions in different regions. In front, middle row students tend to ask procedural questions, while students in the back are asked more result questions and empirical questions. In terms of teachers' feedback to students, teachers give more positive feedback to the students in the front and middle rows, and more negative feedback to the students in the back row. And most of the back-row students are asked to remind them to keep up with the teaching process and avoid desertion. In the management interaction, the middle row students are praised by the teacher more frequently than the back row students, and the problem behavior management times of the back row students are more, and they tend to adopt the way of the middle management intensity verbal warning and the compulsory prohibition. Students in the front and middle row were more likely to take low-intensity non-verbal cues. There is no significant spatial difference in other interactions, and teachers tend to approach the principle of proximity when they interact with students.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G622.4
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