小学低年级课堂中师生互动现状及改进策略

【作者】 徐敏；

【导师】 李如密；

【作者基本信息】 南京师范大学 ， 课程与教学论， 2017， 硕士

【摘要】 我国于21世纪初颁布的《基础教育课程改革纲要(试行)》中明确提出“教师在教学过程中应与学生积极互动、共同发展”,此后师生互动逐渐成为我国学术界研究的热点问题,研究成果也较为丰富。但是理论研究有余,实证研究不足,且在少数的实证研究中,研究工具存在较大局限性,对师生互动质量评价的有效性尚待商榷。CLASS (Classroom Assessment Scoring System)作为国外较为先进的课堂师生互动评估工具,已在多国得到使用和验证。目前CLASS在我国主要被用于学前教育研究中,在小学中的使用甚少。因此在小学教育阶段引进CLASS具有必要性,通过使用CLASS K-3观察表对江苏省H小学低年级师生互动现状进行研究,并据此分析原因,提出改进策略。首先通过搜集国内外课堂师生互动的文献,围绕研究视角、互动类型、互动模式、影响因素和指导策略作进一步的整理分析,发现已有研究在这五个方面已取得了良好进展。其次,还针对国内外课堂师生互动评估工具进行综述,分析结果表明CLASS量化与质化相结合的优势更加凸显。紧接着介绍了 CLASS的相关理论、维度及选取理由,综述了目前国内外运用CLASS进行课堂研究的现状。研究方法主要是课堂观察法、问卷法和案例分析法。选取H小学一、二年级各10名教师为研究对象,对每位教师进行四轮观察,每轮20分钟。根据CLASS三大维度、10个二级指标的细则予以评分,借助SPSS 19.0进行统计分析。将教师的性别、年龄、教龄、执教学科和年级作差异比较,发现:男女教师的师生互动质量没有显著性差异,但男教师在10个指标上的平均分均高于女教师;不同年龄显示出无显著性差异,但31-40岁教师的表现较好于其他年龄段的教师;不同教龄教师也无显著性差异,但5年及以下教龄的教师尤其需要重视师生互动质量;语文课和数学课在班级管理维度上存在显著性差异,数学学科在8个二级指标上均值高于语文学科;一二年级无显著性差异,但二年级的指标均值均高于一年级。为了使CLASS观察表的数据更具说服力,通过将观察表改编成教师自评问卷,以检验评价主体的一致性。最后,结合观察表中的备忘录分别对10个二级指标做案例分析,以进一步深化研究内容。在分析的基础上,从教师和学生角度对影响课堂师生互动质量的原因进行分析。原因主要有教师层面的互动态度、职业热情、管理方式、教学素养,学生层面的心理特征和行为表现。针对现状及原因,将教师作为策略实施的主体,结合CLASS情感支持、班级管理、教育支持三大维度分别提出对策,包括:1.情感支持:激发职业热情,鼓励学生自主(展现“慈母爱子”,保持积极交流;关注“学生生成”,提供即时帮助;学会“还权于生”,培养自主能力);2.班级管理:优化管理方式,促进有效教学(多用肯定、暗示,矫正不良行为;巧用碎片时间,提高课堂效率;智用教学材料,激发学生兴趣);3.教育支持:提升教学素养,拓展学生思维(重视融会贯通,帮助学生释疑;提供反馈信息,引导学生剖疑;采取有效对话,鼓励学生献疑)。更多还原

【Abstract】 At the beginning of the 21st Century, The Outline of Basic Education Curriculuim Reform (Trial Implementation) was promulgated. It was clear that teachers should promote positive interaction and common development with students.Since then, teacher-student interaction had gradually become hot issues in the academic circle in our country. Although there are a lot of theoretical study, empirical research is insufficient. There are still some limitations in a small number of empirical studies. The research tools are not suitable for the evaluation of the quality of teacher-student interaction. CLASS (Classroom Assessment Scoring System) as the most advanced assessment tool in classroom teacher-student interaction, has been used and verified in many countries. At present, in our country, CLASS is mainly used in preschool education and less used in primary school. Therefore, this paper is committed to the introduction of CLASS in the primary education stage, uses the CLASS K-3 observation table to study the current situation of classroom teacher-student interaction in a primary school in Jiangsu province. Based on the analysis of reasons, the paper puts forward improvement strategies.In this thesis, the author collected lots of literature about classroom teacher-student interaction at home and abroad, making further analysis about research perspective, interaction type and mode, influencing factors and guiding strategies. It was found that the existing researches have made good progress in these aspects. Besides, evaluation tools of classroom teacher-student interaction at home and abroad were reviewed, and it turned out that CLASS as an evaluation tool has obvious advantages. Followed by the introduction of the relevant theories, dimensions and selecting reasons of CLASS, the current status of the use of CLASS at home and abroad was summarized.This thesis made use of three kinds of scientific research methods to discuss classroom teacher-student interaction, including classroom observation, questionnaire and case analysis. Each 10 teachers of grade one and two in the primary school were selected as the research object, and each teacher was observed for four rounds, each round 20 minutes. According to the three dimensions, ten secondary indicators of CLASS, each teacher was rated, then the relevant data was analyzed through SPSS 19.Comparing the gender, age, seniority, teaching subjects and grade, it showed that: in the term of interaction quality between teachers and students, there was no significant difference between male and female teachers, but the average score of male teachers was higher than that of female teachers in the 10 secondary indicators; Teachers’ age had little effect on interaction quality, but 31-40 years old teachers performed better than those of other ages; There was no significant difference between different teaching ages, but teachers with 5 years and less than 5 years’ experience especially need to pay attention to the quality of interaction between teachers and students;Difference of Chinese subject and mathematics subject was significant in the dimension of class management, and the average score of secondary indicators in mathematics subject was higher than that of Chinese subject. No significant difference was found in grade one and two, but mean scores of grade two were higher than those of grade one. In order to make the data of CLASS observation table more convincing,the author applied the Teacher Self-Evaluation Questionnaire to test the consistency.Finally, combined with the notes in the CLASS observation table, the paper made case analysis on 10 secondary indicators to further research.On the basis of the analysis, this thesis analyzed the reasons of differences on the classroom teacher-student interaction from the perspecti-ve of teachers and students.The main reasons include teachers’ attitude towards teacher-student interaction,professional enthusiasm, management style, teaching literacy, students’ psychological characteristics and behavior expression. In view of the analysis and reasons, teachers were deemed to be the main body of strategy implementation. Combined with the three dimensions of CLASS (emotional support, class management, educational support), the countermeasures were put forward: 1 .Emotional support: Arouse professional enthusiasm, and encourage students to learn independently (Show motherly love and forgiveness and keep positive communication; Pay attention to students’ generation and provide immediate assistance; Return right to students and Cultivate self-capacity); 2.Classroom management: Optimize management mode, and promote effective teaching (Use more affirmative and implied statements to correct bad behavior; Use skillfully fragments time to improve the classroom efficiency; Use wisely teaching materials to stimulate students’ interest in learning) ; 3.Instructional support: Improve teaching literacy and expand students’ thinking (Attach great importance to digest to help students explain the problems; Provide feedback to guide students to analyze the problems ; Adopt effective dialogue to encourage students to raise the problems).更多还原