【摘要】：隨著課堂教學(xué)改革的發(fā)展,聚焦于課例的課堂教學(xué)行為特征的研究已成為國(guó)內(nèi)外教育改革研究的熱點(diǎn)之一。探索課堂教學(xué)行為特征不僅能提高教學(xué)水平,還能實(shí)現(xiàn)教師自身的專(zhuān)業(yè)發(fā)展,具有十分重要的現(xiàn)實(shí)意義。采用學(xué)科性強(qiáng)的化學(xué)課堂觀(guān)察量化工具進(jìn)行視頻分析,已成為揭示不同類(lèi)別化學(xué)課堂教學(xué)行為特征的重要途徑。文獻(xiàn)研究表明,已有的研究工具學(xué)科特征不明顯,難以從學(xué)科的視角挖掘教師教學(xué)特色,常態(tài)課教學(xué)又有較大的隨意性。因此本文選擇2014年化學(xué)優(yōu)質(zhì)課視頻作為研究對(duì)象,基于Nvivo11質(zhì)性分析軟件并利用具有化學(xué)教學(xué)特征的編碼系統(tǒng)得出可視化的數(shù)據(jù)資料,對(duì)比不同類(lèi)型化學(xué)優(yōu)質(zhì)課中的教學(xué)行為,希望為化學(xué)課堂教學(xué)行為研究提供新的思路。本研究主要采用文獻(xiàn)法,視頻編碼分析法,課堂錄像觀(guān)察法等。通過(guò)現(xiàn)代化學(xué)互動(dòng)分析系統(tǒng)3C-FIAS、化學(xué)課堂結(jié)構(gòu)的CPUP模型建立節(jié)點(diǎn),質(zhì)性分析軟件Nvivo11進(jìn)行編碼和數(shù)據(jù)處理,采用定性觀(guān)察和定量分析相結(jié)合的方法,對(duì)不同課型化學(xué)優(yōu)質(zhì)課作對(duì)比分析,得出有參考意義的教學(xué)啟示。本研究主要包括以下六個(gè)部分:第一部分是緒論。主要闡述問(wèn)題的提出和研究意義、研究思路等。第二部分是研究綜述。第三部分是研究工具的選擇與設(shè)計(jì),包括研究對(duì)象的選擇、研究工具等。第四部分是優(yōu)質(zhì)課師生互動(dòng)行為分析。第五部分是優(yōu)質(zhì)課化學(xué)課堂結(jié)構(gòu)分析。第六部分是研究結(jié)論與反思。研究發(fā)現(xiàn),優(yōu)質(zhì)課有如下特點(diǎn):1.師生互動(dòng)行為。教師關(guān)注學(xué)生情感,善于調(diào)動(dòng)學(xué)生的積極性;以學(xué)生為主體,重視學(xué)生實(shí)驗(yàn)和探究;提問(wèn)次數(shù)最多,講授用時(shí)最長(zhǎng),課堂開(kāi)放度不夠大;重復(fù)學(xué)生回答較多,指示較多,學(xué)生主動(dòng)講話(huà)少。2.各級(jí)教學(xué)內(nèi)容分布。(CPUP模型對(duì)教學(xué)內(nèi)容劃分的標(biāo)準(zhǔn)是由A級(jí)到E級(jí)重要程度依次降低)A級(jí)教學(xué)內(nèi)容用時(shí)最多,除此之外,有機(jī)物、化學(xué)反應(yīng)原理在B級(jí)內(nèi)容用時(shí)較多,元素化合物在C級(jí)內(nèi)容用時(shí)較多;并且,隨著教材內(nèi)容的重要性降低,所用的時(shí)間也對(duì)應(yīng)減少。優(yōu)質(zhì)課對(duì)教學(xué)內(nèi)容的安排比較合理。3.各類(lèi)教學(xué)行為鏈分布。講授型E鏈在有機(jī)物中用時(shí)最多;交流型B鏈在元素化合物中用時(shí)最多;直答型C鏈在化學(xué)反應(yīng)原理中用時(shí)最多。4.教學(xué)內(nèi)容與教學(xué)行為鏈的匹配性。優(yōu)質(zhì)課中教學(xué)內(nèi)容(IDC)與教學(xué)行為鏈(IBCM)匹配性良好;有機(jī)物在匹配性MD=2中的比例最大;化學(xué)反應(yīng)原理在MD=3中的比例最大;元素化合物的IDC與IBCM的匹配性最好。本研究以?xún)?yōu)質(zhì)課視頻為研究對(duì)象,利用Nvivo質(zhì)性分析軟件,從師生互動(dòng)教學(xué)行為、化學(xué)課堂結(jié)構(gòu)兩大維度對(duì)優(yōu)質(zhì)課進(jìn)行了分析,希望給相關(guān)研究者一些思路或啟示。
[Abstract]:With the development of classroom teaching reform, the research on the characteristics of classroom teaching behavior focusing on lessons has become one of the hotspots of educational reform at home and abroad. It is of great practical significance to explore the characteristics of classroom teaching behavior not only to improve the teaching level, but also to realize the professional development of teachers themselves. It has become an important way to reveal the characteristics of different types of chemistry classroom teaching behavior by using the quantitative tool of chemistry classroom observation with strong discipline for video analysis. The literature research shows that the characteristics of the existing research tools are not obvious, so it is difficult to excavate the teaching characteristics of teachers from the perspective of subjects, and the teaching of regular courses is more arbitrary. Therefore, this paper selects 2014 chemistry high quality course video as the research object, based on Nvivo11 qualitative analysis software and using the coding system with chemistry teaching characteristics to obtain visual data, and compares the teaching behavior of different types of chemistry high quality courses. I hope to provide a new way of thinking for the study of chemistry classroom teaching behavior. This study mainly uses literature method, video coding analysis method, classroom video observation method and so on. Through the modern chemical interaction analysis system 3C / FIAS, the CPUP model of chemistry classroom structure is established, the qualitative analysis software Nvivo11 is used for coding and data processing, and the method of qualitative observation and quantitative analysis is adopted. This paper makes a comparative analysis of the high quality chemistry classes of different classes, and obtains the teaching enlightenment of reference significance. This study mainly includes the following six parts: the first part is the introduction. Mainly elaborated the question raises and the research significance, the research train of thought and so on. The second part is a summary of the research. The third part is the choice and design of research tools, including the choice of research objects, research tools and so on. The fourth part is the analysis of teacher-student interaction behavior in high-quality classes. The fifth part is the analysis of the classroom structure of high quality chemistry. The sixth part is the research conclusion and reflection. It is found that the high quality classes have the following characteristics: 1. Teacher-student interaction behavior. Teachers pay attention to students' emotion and are good at arousing students' enthusiasm; taking students as the main body, paying attention to students' experiments and inquiry; asking questions the most, using the longest teaching time, and not being open enough in the classroom; Repeated students have more answers, more instructions, and less active speeches. 2. The. (CPUP model of teaching content distribution at all levels reduces the importance of teaching content from grade A to grade E in turn. In addition, the principle of organic matter and chemical reaction takes more time in the content of grade B. Element compounds are often used in grade C content. Moreover, with the reduction of the importance of the content of the textbook, the time spent is also reduced. The arrangement of teaching content in high quality course is more reasonable. 3. All kinds of teaching behavior chain distribution. Lecturing E chain is the most commonly used in organic matter, alternating B chain is the most often used in element compounds, and direct answer type C chain is the most used in chemical reaction principle. 4. The matching between teaching content and teaching behavior chain. In the high quality class, the teaching content (IDC) matches well with the teaching behavior chain (IBCM), the proportion of organic matter in the matching MD=2 is the largest, the chemical reaction principle is the largest in the MD=3, and the IDC of the element compound has the best matching with the IBCM. This study takes the high quality class video as the research object, uses the Nvivo qualitative analysis software, from the teacher-student interaction teaching behavior, the chemistry classroom structure two dimensions carries on the analysis to the high quality class, hopes to give the related researcher some train of thought or the enlightenment.
【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(lèi)號(hào)】：G633.8

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本文編號(hào)：2492253