【作者】 李金芳；

【导师】 郑成； 于欣伟；

【作者基本信息】 广州大学 ， 课程与教学论， 2006， 硕士

【摘要】 随着计算机辅助教学走进课堂，传统的教学模式发生了重大改变。研究多媒体课堂中的师生互动与角色定位，对于指导现代多媒体教学有着重要的现实意义。 目前已有的研究成果提供了一个理解性的结构框架，有助于从多个角度认识师生互动，但多是从较高的理性层面去研究，很少深入到具体的教学环境中。 本文采用文献分析法，对相关文献进行师生互动及师生角色定位的主题分析，通过对其中50篇最直接相关的师生互动的文献分析后发现，师生互动的主体、师生互动的行为方式(包括言语与非言语互动)以及互动中的角色定位等方面是当前研究的热点(研究频次达到20次以上)，而结合中学化学多媒体课堂研究师生互动很少涉及(研究频次仅为1)。本文正是由上述研究热点和薄弱环节两个方面入手，设计中学化学多媒体课堂上师生互动的调查问卷和访谈提纲。 以上述调查问卷和访谈提纲为基础进行实证研究，分析结果表明，目前中学化学多媒体课堂上教师更多的是扮演着教学研究者、学生学习引导者和心理辅导者的角色。而多媒体课堂上的言语互动主要从提问、讨论、评价方面展开研究，较多的学生喜欢课堂提问—回答这个环节，对于回答过程中老师的评价和组织小组讨论也持积极的态度。多媒体课堂上教师的肢体语言和表情神态在非言语互动中显得尤为重要。 经过实证研究分析，本文给出了中学化学多媒体课堂中师生互动的特点。言语互动上，教师语言的引导性肯定了师生互动中学生的主体性地位，学生勇于回答问题，教师提问对象差异性相应地不再明显，学生讨论积极性增高，活跃了多媒体课堂；多媒体课堂相比于传统课堂，非言语互动在互动范围和形式上都有了一些变化。 研究表明，多媒体课堂上，师生互动的随意性和主体性的把握上还存在一定的问题，因此，教师要把握好多媒体课堂上的“动”，以及要转变思想，提高对学生主体性的认识，是本文对改善多媒体课堂中师生互动的教学参考建议。更多还原

【Abstract】 With the Computer-Assisted Instruction coming into classroom, the traditional teaching mode has been changing greatly. Studying teacher- student interaction and teachers’ role position is meaningful for guiding the modern multi-media teaching.The current studies have provided a comprehensive structure frame. They help to know teacher- student interaction from several angles, but They are mostly studied from the higher reasonable level and seldom go deep into the concrete teaching environment.This paper adopts literature study and carries on the topic analysis to the related literature on teacher- student interaction and teachers’ role position. Through the literature analysis on the 50 directly related papers of teacher- student interaction, we can find that the subjects, behaviors and teachers’ role position in teacher- student interaction are center of the current study (The times of this study is above 20). While, it is seldom studied with the multi-media chemistry classroom in high school(The times of this study is just 1). This paper is studied by the two aspects above-mentioned and design the questionnaire and interviews about teacher- student interaction on the multi-media chemistry class in high school .Based on the questionnaire and interviews, it is carried on the substantial evidence research. The result indicates that the teacher mostly plays a teaching researcher, student’s study guider and mental instructor on the current multi-media chemistry class in high school .The speech interaction mainly studies from questions, discussions to evaluation. More students like the link of asking—answering in class and hold the active attitude on the evaluation and discussions. The teacher’s body language and the facial expression seem to be important in non- speech interaction.Through the substantial evidence research, it gives the characteristics of teacher- student interaction on the multi-media chemistry class in high school . On the speech interaction, the leading of teacher’s language affirms student’s active position in teacher- student interaction. Students answer actively so teachers no longer ask students with obviously different prejudice. Students discussing actively makes the multi-media class active. Compare with traditional class , the multi-media class has some varieties in scope and form.Study indicates that there are some problems in the arbitrariness of teacher- student interaction and the holding of subject. Therefor, teacher should hold the interaction in the multi-media class and change educational conception, emphasize students’ position. These are the reference suggestion to improve teacher- student interaction in the multi-media class.更多还原