新课改后中学生物公开课教与学的行为分析  

The Behavioral Analysis of Teaching and Learning in Middle School Biology Open Classes after New Curriculum Reform

作　　者：谭永平[1] 李金花[2] 

机构地区：[1]人民教育出版社生物室,北京100081 [2]天津经济技术开发区第二中学,天津300457

出　　处：《课程．教材．教法》2013年第4期71-74,54,共5页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金"十一五"规划(教育学)青年基金课题"课堂教学行为分析与评价的实验研究"(课题批准号:CHA070210)的部分研究成果

摘　　要：通过对新课改后14节有代表性的公开课进行教与学的行为分析,发现:一定程度上体现了新课改的理念,包括三维目标的追求、自主合作探究式学习方式的探索等;课堂教学行为主要是问答对话,问、答、反馈、追问占了超过一半的课时,其时长远大于独白式讲解;教师独白式讲解以讲解事实、现象为主,讲解概念、原理、规律所占的时间少;讲解内容的时长比例在不同的课之间差异较明显;教师提问数总体偏多,在一定程度上反映了"满堂问"在中学生物公开课中也是存在的。Through the behavioral analysis of teaching and learning in 14 typical middle school biology open classes performed after the new curriculum reform, we have found that these classes embody the ideas o{ the new curriculum reform, including the pursuit of three-dimensional goal, exploration of autonomous and cooperative inquiry learning, etc. Classroom teaching behavior is mainly in the form of dialogue： asking, students＇ reply and teachers＇ feedback, accounting for more than half of the classroom time, which is longer than the monologue explaining. Teacher＇s monologue explaining is mainly about the facts and phenomena; the explanation of the concepts, principles and rules takes less time. The proportion of explaining content differs obviously in different classes. Teachers post too many questions, which shows that ＂asking all the time＂ still exists in the middle school biology open class.

关 键 词：中学生物 公开课 教师行为 学生行为 行为分析 

分 类 号：G633.91[文化科学—教育学]