青年教师优质课教学行为及发展特征——基于“全国中学物理青年教师教学大赛”同课异构课的分析  

Characteristics and Development of Young Teachers Teaching Behavior in the High-quality Class:An Analysis of Heteromorphic Lessons in“National Middle School Physics Teacher Teaching Competition”

作　　者：冯秀梅[1] 夏敏 FENG Xiumei;XIA Min

机构地区：[1]华中师范大学物理科学与技术学院,武汉430079

出　　处：《华南师范大学学报（社会科学版）》2022年第3期66-77,206,共13页Journal of South China Normal University：Social Science Edition

基　　金：华中师范大学中央高校基本科研业务费(CCNUTE2020-06)。

摘　　要：基于NVivo视频分析技术,采用改进后的弗兰德斯互动分析系统PFIAS,结合S-T分析法以及滞后序列分析法(LSA)对“全国中学物理青年教师教学大赛”12个相同课题的获奖视频进行分析。从师生行为比率、教学模式类型及显著行为转换等方面,全面剖析青年教师优质课堂的教学行为结构特征、行为交互特征及发展特征,为未来青年教师课堂教学提供示范与借鉴。研究结果表明,优质课堂中教师多利用表扬、接纳和共情的方式激发学生的学习动机,注重问题驱动,倾向于间接引导,课堂气氛融洽;大部分课堂师生行为比例恰当,行为转换率适中,符合混合式教学模式;行为交互的特征主要体现在交互丰富的同时,兼顾单行为的持续性,保证行为相对稳定,强化操作行为与激发—回应—反馈(IRF)行为序列互动,互动良好有序;从发展趋势来看,学生作为认知主体的地位逐步得到加强。但优质课中开放问题的比例仍需提升,课堂的生成问题应得到关注。Based on NVivo,a video analysis software,12 award-winning videos of heteromorphic lessons on the same topic in the“National Middle School Physics Young Teacher Teaching Competition”were investigated with the help of improved Flanders interactive analysis system PFIAS,the S-T method and lag sequential analysis(LSA).The characteristics of the teaching behavior structure,the behavior interaction and the behavior tendency of young teachers were comprehensively analyzed through the behavior ratios,teaching mode and significant behavior transformation in the high-quality class in order to provide models and references for future young teachers.The results show that in the high-quality class the teachers stimulate students learning motivation with praises,acceptance and empathy and indirectly guide students to answer questions and explore actively,which results in a harmonious classroom atmosphere.The ratio of teachers behavior to students is appropriate and the behavior conversion rate is moderate in most classes,which conforms to the mixed teaching model.Multiple interactions with behavior stability and strengthened interaction between operational behavior sequence and IRF are observed as the main features of behavioral interaction,which shows that the interaction is reasonable and orderly.From the perspective of development trend,students status as the subject of cognition is gradually strengthened.It is noted that more open questions with less presetting traces are needed in high-quality class.

关 键 词：中学物理优质课 教学行为 同课异构 教师专业发展 PFIAS 

分 类 号：G421[文化科学—课程与教学论]