学业不良学生的课堂师生互动特征研究

Students of Classroom Interaction Characteristic Research

作者: 专业:教育学原理 导师:李德显 年度:2010 学位:硕士  院校: 辽宁师范大学

Keywords

Student Learning Disabilities, teacher-student interaction, speech-act, Nonverbal behavior

        因材施教一直是我国教育理论界和实践界的最高理想,也是我国千百年来所追求的教育的最高目标,从某种程度和意义上说,因材施教首先应该解决的是学业不良学生的教育问题,然后才能由此及彼的解决所有学生的教育问题。目前,我国中学小学普遍存在学业不良问题,随着学生的厌学、焦虑、自卑等现象的日益增加和呈现,有关学业不良学生的研究也日益引起了教育界的广泛关注,逐渐成为一个令人向往和充满魅力的研究领域。在课堂上,学习不良者和非学习不良者的行为表现是存在明显差异的,这些行为表现影响着他们的课堂学习效果,进而影响着他们的学习成绩。本论文主要运用了民族志研究的方法,通过查阅大量文献资料和课堂观察、访谈、描述、记录等量化和质化相结合的方法,透视学业不良学生在课堂师生互动中的特征。论文共分为三个部分,第一部分,通过文献法,对学习不良学生的相关研究理论做以概括,寻找支持本研究的理论基础,即:解释理论学派的符号互动理论和师生关系理论,进而提出本研究的价值和意义。然后分析课堂师生互动对学习不良学生影响的重要性,提出针对于学习不良学生的课堂师生互动存在的问题。在论文的第二部分,研究者选取3名教师和9名学生作为研究的主要对象,通过采用课堂观察、访谈、实物收集等方法对结果进行深入的分析,通过分析后探讨当前学习不良学生的课堂师生互动特征所存在的规律性和学习不良学生学业成绩落后的原因以及学习不良学生的课堂师生互动特征的主要影响因素。在文章的第三部分,试图构建有利于学习不良学生的“课堂师生互动观”,以期预防学习不良学生的产生,并对学习不良学生的教育提出建议和指导。
    Progressive education is always the highest ideal in both theory and practice fields in ourcountry’s education.It is also the highest goal for education for thousands of years.To someextent.the first issue to tackle is the problem of underachievers’education.And then it cansolve all students’problems of education from person to person.At present.theunderachievement problem universally exist in primary and middle school.as the students’school-weary.anxiety.self-distrust etc.phenomenon increase and present day by day.thediscussion of the underachievement has become an urgent issue in the educational field.Andgradually become a yearning and charming research field.Underachievers’behavior have more significant differences than the other students’inclass.those behavior influence the effect of study in the class and than influence theiracademic perfornlance.This thesis mainly uses the methodologies ofethnography.to review alot of literatures and combine the method with the qualitative and qualitative research whichcontain classroom observation.interview.description.record.etc perspect the characteristicabout teacher—student interaction during teaching process in classroom which students withlearning disabilities.The whole paper is divided into three parts.the first part of this paper generalize therelevant theoretical research about underachievers.seeking the theory foundation whichsupported this study.It is the study of symbolic interaction of interpretative theory and thetheories about teacher-student relationship.then present values and meanings of this thesisand analyze the importanceabout the effects about teacher-student interaction during teachingprocess in classroom on students with learning disabilities and raise question.In the second part of the thesis.researcher selected three students and nine teachers asthe mainly research objects of this paper.This article uses method of classroom observation.interview.practicality collection.elc and closely analyzes.Discussion of the regularity andthe main influencing factors of characterization about teacher—student interaction duringteaching process in classroom which students with learning disabilities and the reasons aboutthe students who are falling behind.In the third part.try to build the theory of teacher—student interaction that iS better suitedfor underachievers in order to prevent becoming underachievers.And propose the advice andinstruction for teaching underachievers.
        

学业不良学生的课堂师生互动特征研究

摘要3-4
Abstract4
引言7
一、问题的提出7-15
    (一) 研究缘起7
    (二) 研究的理论基础7-9
        1 解释理论学派的符号互动理论7-8
        2 师生关系理论8-9
    (三) 研究的意义9
        1 研究的理论意义9
        2 研究的实践意义9
    (四) 国内外关于课堂师生互动相关研究的回顾9-15
        1 相关概念梳理9-10
        2 西方学者的研究10-11
        3 国内学者的研究11-12
        4. 中外已有研究的不足之处12
        5 相关概念界定12-15
二、研究的准备15-18
    (一) 研究的目的15
    (二) 方法的选择15
    (三) 样本的选择15
    (四) 研究的新视点——洋思中学教学模式15-16
    (五) 资料的收集16-17
        1 课堂观察16
        2 访谈16-17
    (六) 研究的信度和效度17-18
三、学习不良学生的课堂师生互动特征现实观察18-41
    (一) 进入现场18
    (二) 言语行为互动特征研究18-29
        1 课堂中的教师评价19-21
        2 课堂中的提问21-24
        3 课堂中的教师期望24-27
        4 课堂中的惩罚27-29
    (三)非言语行为互动特征研究29-41
        1 眼神的接触30-34
        2 体态语言34-37
        3 距离语言37-41
四、结论41-43
    (一)构建平等的师生关系41
    (二)创设因材施教的良好氛围41-42
    (三)加强教师对学业不良学生的人文关怀42-43
参考文献43-45
致谢45
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