【摘要】：課堂引導(dǎo)行為屬于課堂教學(xué)行為的分支研究。它是教師素質(zhì)、教學(xué)理念、專業(yè)知識(shí)和教學(xué)技能的綜合動(dòng)態(tài)表征。本研究采用文獻(xiàn)梳理法、專家咨詢法、課堂觀察法和教育統(tǒng)計(jì)法等研究方法,從引導(dǎo)行為的三結(jié)構(gòu)層次:引導(dǎo)目標(biāo)、引導(dǎo)內(nèi)容和引導(dǎo)方式構(gòu)建了高中地理課堂引導(dǎo)行為的診斷量表。并運(yùn)用診斷量表分別對(duì)10位新手型和專家型教師進(jìn)行課堂觀察診斷,同時(shí)對(duì)兩類教師的行為頻次百分比進(jìn)行顯著性相關(guān)t值檢驗(yàn),歸納當(dāng)前高中地理課堂引導(dǎo)行為存在的主要問題,提出行為矯正對(duì)策,并選取一位教師進(jìn)行案例實(shí)證。本研究旨在理論方面豐富地理教師課堂教學(xué)行為評(píng)價(jià)研究,實(shí)踐方面推動(dòng)地理教師課堂實(shí)踐教學(xué)能力發(fā)展。本文首先將課堂引導(dǎo)行為的基本內(nèi)涵定義為:教師在課堂教學(xué)情境下根據(jù)課程標(biāo)準(zhǔn)、學(xué)生基礎(chǔ)、教學(xué)目標(biāo)、教學(xué)內(nèi)容在課堂教學(xué)過程中對(duì)學(xué)生所實(shí)施的一系列言語或活動(dòng)形式的啟發(fā)與引導(dǎo)行為。并從引導(dǎo)的起源、本質(zhì)、動(dòng)力和歸屬四個(gè)方面進(jìn)行了本文的理論研究。通過參考相關(guān)文獻(xiàn),咨詢地理教育專家、一線地理名師,并結(jié)合教學(xué)實(shí)踐經(jīng)驗(yàn),遴選了課堂講解行為、課堂提問行為和課堂呈示行為3大一級(jí)指標(biāo),并從引導(dǎo)行為的三結(jié)構(gòu)層次遴選了9大二級(jí)指標(biāo),按照不同的行為水平層次細(xì)分了 40個(gè)三級(jí)指標(biāo),構(gòu)建了基于課堂觀察的診斷量表。通過專家(學(xué)者)訪談對(duì)診斷量表進(jìn)行修改和完善,為診斷研究確定了針對(duì)的診斷工具。本文運(yùn)用診斷量表對(duì)5位新手型和5位專家型高中地理教師的課堂引導(dǎo)行為現(xiàn)狀進(jìn)行診斷,運(yùn)用SPSS19.0軟件對(duì)兩類教師的行為頻次百分比進(jìn)行差異性相關(guān)t值檢驗(yàn),并通過對(duì)比兩類教師的行為平均百分頻數(shù),歸納出當(dāng)前高中地理教師課堂引導(dǎo)行為存在如下問題:第一,課堂引導(dǎo)行為缺乏思想引領(lǐng),站位不高;第二,講解行為缺乏歸納提升,升階不夠;第三,提問行為缺乏深入互動(dòng),交流不足;第四,呈示行為引導(dǎo)方式單一,變式不多。為此,筆者從行為消失和行為強(qiáng)化兩方面提出引導(dǎo)行為矯正對(duì)策:第一,完善地理PCK知識(shí),深化行為元認(rèn)知;第二,落實(shí)學(xué)生主體地位,增強(qiáng)行為互動(dòng)性;第三,汲取優(yōu)秀教師經(jīng)驗(yàn),改善行為調(diào)控力;第四,加強(qiáng)自我診斷能力,提升行為效能感。最后通過對(duì)編號(hào)為XS01教師的案例追蹤研究來檢驗(yàn)矯正對(duì)策的科學(xué)性和有效性。本研究通過構(gòu)建診斷量表,了解了當(dāng)前高中地理課堂引導(dǎo)行為的水平現(xiàn)狀,為豐富課堂教學(xué)行為評(píng)價(jià)研究提供理論探索;提出引導(dǎo)行為的矯正對(duì)策,為高中地理教師課堂教學(xué)能力發(fā)展提供了實(shí)踐路徑。但是本文的診斷量表具有局限性和診斷樣本覆蓋面有限,分析路徑不夠完善,信度和效度還有待提高。
[Abstract]:Classroom guidance behavior belongs to the branch research of classroom teaching behavior. It is a comprehensive dynamic representation of teachers' quality, teaching ideas, professional knowledge and teaching skills. This study adopts the methods of literature combing, expert consultation, classroom observation and educational statistics. The guiding content and the guiding method are used to construct the diagnostic scale of geography classroom guidance behavior in senior high school. Ten novice and expert teachers were observed and diagnosed by using diagnostic scale, and the percentage of behavioral frequency of the two types of teachers was tested by significant correlation t value. This paper sums up the main problems existing in the guiding behavior of geography classroom in senior high school, puts forward the countermeasures of behavior correction, and selects a teacher as a case study. The purpose of this study is to enrich the evaluation of geography teachers' classroom teaching behavior in theory and to promote the development of geography teachers' practical teaching ability in practice. This paper first defines the basic connotation of classroom guidance behavior as: teachers in the classroom teaching context according to curriculum standards, student basis, teaching objectives, The act of enlightening and guiding students in a series of speech or activity forms in the course of classroom teaching. And from the origination, nature, power and attribution of the four aspects of the theoretical study of this paper. By referring to relevant literature, consulting geography education experts, leading geography teachers, and combining teaching experience, this paper selects three major indicators: classroom explaining behavior, classroom questioning behavior and classroom presentation behavior. Nine secondary indicators were selected from the three levels of leading behavior, and 40 third-level indicators were subdivided according to different behavioral levels, and a diagnostic scale based on classroom observation was constructed. The diagnostic scale is modified and perfected by experts (scholars), and the diagnostic tools are determined for the diagnosis research. This paper uses diagnostic scale to diagnose the classroom guidance behavior of 5 novice and 5 expert senior high school geography teachers, and uses SPSS19.0 software to test the difference correlation t value of the two kinds of teachers' behavior frequency percentage. And by comparing the average frequency of the two types of teachers' behavior, we conclude that the current high school geography teachers' classroom guidance behavior has the following problems: first, the classroom guidance behavior is lack of ideological guidance, the position is not high; second, Explanation behavior lack of induction promotion, not enough; third, questioning behavior lack of in-depth interaction, insufficient communication; fourth, presentation behavior guidance mode is single, not many variations. Therefore, the author puts forward some countermeasures to guide the behavior correction from the aspects of behavior disappearance and behavior strengthening: first, to perfect the knowledge of geographical PCK and deepen the behavior metacognition; second, to carry out the student's subject status and enhance the interaction of behavior; third, Learn from the experience of excellent teachers, improve the ability of behavioral regulation; fourth, strengthen self-diagnosis ability, enhance the sense of behavioral efficacy. Finally, a case study named XS01 teacher is used to test the effectiveness and scientificalness of corrective countermeasures. Through the construction of diagnostic scale, this study understands the current level of geography classroom guidance behavior in senior high school, provides theoretical exploration for enriching the research on classroom teaching behavior evaluation, and puts forward the corrective measures for guiding behavior. It provides a practical path for the development of high school geography teachers' classroom teaching ability. However, the diagnostic scale of this paper has limitations and limited coverage of diagnostic samples, the analysis path is not perfect, reliability and validity need to be improved.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.55

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