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摘 要
从目前的课堂教学实践来看，新教师能把握教学内容，但易忽视了教学反馈行为的重要性，因此研究课堂教学反馈行为来改善课堂教学现状和提升教师课堂教学能力有重大意义。
运用文献调查法，对课堂教学反馈行为进行分类，再运用对比研究分析法，对比分析新老教师的课堂教学反馈行为，找出新老教师课堂教学反馈行为的具体差异：老教师更善于针对个体学生提供教学反馈; 更善于在学生有肯定回答时采取反馈行为; 更善于针对学生的回答及时给出肯定或否定的反馈; 更善于采用语言反馈的方式。
根据研究的结论，对新教师提出一些教学建议：增加针对个体学生的反馈行为；提高教学反馈行为的准确性；对学生的回答及时给出反馈；多采用语言反馈行为，丰富反馈形式。
目 录
1 引言·······································································5
1.1 研究背景·································································5
1.2 研究内容·································································5
1.3 研究目的和意义···························································5
1.3.1 研究目的···························································5
1.3.2 研究意义···························································5
2 文献综述···································································5
2.1 相关概念的界定···························································5
2.1.1 新老教师的界定·····················································5
2.1.2 教学反馈行为·······················································5
2.2 国内外教学反馈行为·······················································6
2.2.1 国内教学反馈行为···················································6
2.2.2 国外教学反馈行为···················································6
3 教师课堂教学反馈行为分类及其编码···········································7
3.1课堂教学反馈行为分类······················································7
3.2课堂教学反馈行为的编码方式················································7
4 新老教师课堂教学反馈行为对比研究············································8
4.1 研究目的·································································8
4.2 研究对象·································································8
4.3 研究方法·································································8
4.4 研究过程·································································8
4.4.1 数据收集···························································8
4.4.2 课堂教学视频转录文本编码方式·······································8
4.4.3 数据整理··························································10
4.4.4 数据统计与分析····················································10
5 结论与建议································································12
5.1 结论····································································12
5.2 建议····································································12
参考文献····································································13
致谢········································································14 |
