小学生对教师课堂教学行为品德认知的调查研究  

A Survey of the Primary School Students' Moral Cognition on Teaching Behavior

作　　者：马治国[1] 田凤梅[2] 杜丽娜[3] 

机构地区：[1]辽宁师范大学田家炳教育书院暨教育学院,辽宁大连116029 [2]辽宁师范大学美术学院,辽宁大连116029 [3]南昌工学院学工处,江西南昌330108

出　　处：《教育科学》2014年第3期38-43,共6页Education Science

基　　金：辽宁省教育厅人文社科研究项目"学校生境系统中道德教育因子的开发与营造的研究"(WT2010032)的阶段研究成果之一

摘　　要：小学生的品德发展必然受教师行为,尤其是课堂教学行为的影响,既有言语行为方面的,也有动作行为方面的,亦有复合行为方面的;既有民主倾向行为方面的,也有专断倾向行为方面的。通过运用问卷调查研究的方法,我们发现,民主倾向教学行为能够被学生更多地认知到公正、尊重、平等、宽容、诚信和谦虚等品质,专断倾向教学行为则"反其道而行之"。而且,学生的品德认知存在高度、中度和低度认知的差异。我们还发现小学生品德具有分化性、多样性、弱公正性、向善性、亲诚性、一致性等特点。本文认为营造教师课堂教学行为因子促进学生品德发展,教师需要做到,对其课堂教学行为强化与优化并举、"续暖"与"御寒"兼行及重视灵活使用复合行为。The development of the primary school students＇ moral character mustbe influenced by teachers＇ behavior,especially,teaching behavior,either speech behavior or action behavior or compound behavior,either democratic behavior or arbitrary behavior.The democratic behavior can be easily cognited on just-ice,respect,self-esteem,equality,tolerance,honesty and credit,modesty.On the contrary,arbitrary behavior can hinder those.Based on the survey,the Stu-dents＇ Moral Cognition has three degrees that are high-degree,middle-degree,low-degree and some characteristics that are differentiational,diversity,weak fairness,trending good,pro-honesty and consistency,the teacher must uti-lize the mechanism of moral cognition reasonably and properly,strengthen and optimize the behavior together,be enhancing warmth and withstanding cold simultaneously,pay attention to neatly utilizing compound behavior.

关 键 词：小学生 教师课堂教学行为 品德认知 

分 类 号：G465[文化科学—教育学]