【作者】 闫祯；

【导师】 王鉴；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2009， 硕士

【摘要】 课堂管理是影响新课程课堂教学质量的主要因素之一,课堂教学的有效性不仅取决于课堂教学本身,而且还有赖于有效的课堂管理。有效的课堂管理行为能为教学的顺利进行创造条件并确保单位时间的效益,能促进学生提高智力,健全身心,从而实现学生“主动发展”、“健康发展”。国外对课堂管理的系统研究始于20世纪五十年代,至今不仅从理论上进行了大量的探索,总结出了多样化的课堂管理理论和多种课堂管理模式,而且把研究成果广泛运用于教师的培养与培训中,成为提高教师专业素质的重要内容。我国过去的教学论著作中很少涉及课堂管理方面的内容,这样的研究传统使得我国对课堂管理的专门研究相对较晚和较少。近些年来,许多教学论的研究者开始对课堂教学及管理加以研究,但尚未对课堂管理进行系统全面的理论研究与提升,课堂管理的有效性问题也还没有引起足够的重视。本研究共分四部分:第一部分,引言:概述研究的缘由、思路及方法、目的及意义,同时,对与本研究相关的国内外研究成果进行梳理,明确了研究的方向和主要内容;第二部分:研究揭示课堂管理的涵义,认为课堂管理的主要内容是建立课堂常规、处理课堂问题行为和创建良好的课堂教学情境,课堂管理的有效性体现在教师课堂管理为方式的有效性、教师课堂教学的有效性和学生课堂学习的有效性三个层面;第三部分:通过对现阶段中小学课堂管理现状的描述与反思,从新课程课堂管理有效性的层面审视中小学课堂管理,指出存在的六个方面问题:一是“点对点”式的管理较少,“点对面”式的管理较多;二是直接的教师指令管理较多,间接的学生自我管理较少;三是注重学生课堂行为管理,忽视课堂心理环境管理;四是课堂管理的稳定性强,发展变化性弱;五是强调量化的分数管理,忽视学生人文精神世界的成长;六是教师对课堂管理无所适从,师生“带着枷锁跳舞”。造成上述问题的原因主要有教师、学生和教学环境三个方面;第四部分:在总结国内外课堂管理的理论基础和实践模式的基础上,探讨新课程有效课堂管理的机制,提出有效课堂管理的基本策略是:(一)改变教师对课堂管理的认识,增强课堂管理的有效性;(二)开发教师课堂管理的灵性,提升学生发展的品位;(三)改进教师课堂管理范式,生成有效课堂管理形态;(四)以生为本,构建学生有效学习的课堂管理机制。更多还原

【Abstract】 The classroom management affects one primary factor of new curriculum classroom instruction quality, classroom instruction’s validity is not only decided by the classroom instruction itself, but also depends on the effective classroom management. The effective classroom administrative action can create the conditions for the smooth teaching , and guarantee the effectiveness unit time , can promote the student to enhance the intelligence, perfect body and mind, thus realizes the student“the initiative development”,“the healthy development”.Overseas began in the 1950s to the classroom management’s system research, until now theoretically has not only carried on the massive explorations, summarized the diverse classroom management theory and a variety of classroom management pattern, moreover widely utilized the research results in teacher’s raise and training, became the important content of improve the teacher professional quality . In the past , our country discusses very little to involve the content of the classroom management aspect, such traditional research causes our classroom management special study to be relatively late and few. In Recent years, many teaching researchers start to discuss the classroom instruction and the management studies, but not yet conducts the system comprehensive fundamental research and the promotion to the classroom management, the classroom management’s valid question has also not brought to the enough attention.This study is divided into four parts: Part I, Introduction: Overview of the reason, purpose, meaning, ideas and methods. At the same time, this study sort out the research results from home and abroad , and make the main content and purpose clear. Part II: the study reveals the meaning of classroom management, establishing the classroom routine, dealing with the issue behavior from classroom and create a good classroom teaching situation ,which are the main contents. The Effectiveness of the classroom management including, the effectiveness of teachers in classroom management ,the effectiveness of teachers teaching and the effectiveness of the students learning in the classroom .Part III: from the description and rethinking of primary and secondary school classroom management at this stage ,and examine the primary and secondary classroom management through the level of the new courses classroom management, pointed out the six aspects: First,“point-to-point”type of management is less,“point-to-face”type of management is more; The second is the direct management of teachers is more, the indirect students self-management is less ; Third, focus on student classroom behavior management, neglect psychological classroom environment management; Fourth, the stability of classroom management is strong , development and changes in classroom is weak; Fifth, emphasize on the scores of management, ignore humanities and the spiritual world growth of students; Sixth, teachers are at a loss of classroom management, students and teachers are“with a yoke of dance.”Causing the above-mentioned issues are teachers, students and teaching environment ; Part IV: summing up the theoretical and practical model on the basis of classroom management from home and abroad, and inquire into the new curriculum effective classroom management mechanisms, the basic strategy of effective classroom management is: (a) Change teachers understanding of classroom management, and enhance the effectiveness of classroom management, (b) develop the intelligence of teacher classroom management, enhance the grade of students development, (c) improve paradigm of teacher classroom management , generate an effective classroom management patterns; (d) the student-oriented, building effective learning classroom management mechanism.更多还原