新手型专家型教师的课堂教学行为的比较与启示.doc.docVIP

新手型、专家型教师的课堂教学行为的比较与启示 厦门第一中学 钟灿富 Comparison and Implication of classroom instruction behavior between novice and expert teachers Xiamen No.1 High School Zhong Canfu 摘 要 课堂教学的有效性及教师的专业化成长是目前基础教育的两大热点问题和重要的任务。本文通过课堂教学行为的比较研究，明确新手型教师和专家型教师课堂教学行为的特征，构建一个重量化、重细节的课堂教学行为的分析框架，应用于日常的课堂教学评价，为新手教师的改进课堂教学行为提供发展方向和有针对性的指导，为教师的专业化成长提供一条新思路，促使教师强化有效教学理念，掌握实施有效教学的策略、方法，精心设计课堂中的每一教学行为，不断优化课堂教学，提高课堂教育教学质量。 关键词：课堂教学行为；新手型；专家型；比较与启示 Digest The effectiveness of novice teachers’ classroom instruction and their professional development are the two hot issues and important tasks in fundamental education. Through comparison of classroom instruction behavior, this essay clarifies the distinctive characteristics between novice and expert teachers, and also builds up a number-based and detailed analysis framework of classroom teaching behavior. While implementing this frame into daily class teaching evaluation, the essay provides a direction and targeted guidance to improve novices’ teaching techniques and a new way of thinking for teachers’ professional development. It aims at encouraging teachers to enhance effective teaching philosophy, controlling the implementation of effective teaching strategies and carefully-designed every classroom teaching behavior, optimizing classroom teaching, and bettering the quality of classroom instruction. Key words: classroom instruction behavior, novice teacher, expert teacher, Comparison and implication 高中新课程实验实施以来，“同课异构”的教研方式在全国各地开展得如火如荼，我校也常用此方式来提高教师们驾驭课标、进行有效教学的能力。以下是我校一位新手型和一位专家型教师在《难溶电解质的沉淀溶解平衡》的同课异构活动中的课堂实录用弗兰德斯言语互动分析法 （FIAS）处理的结果与启示，供同行讨论，请同行批评。 一、新手型、专家型教师的课堂教学行为的弗兰德斯互动分析矩阵图比较 弗兰德斯互动分析系统的互动分析矩阵图中1－3行与1－3列相交的区域是积极整合区，如果落在这个区域的记录次数密集，反映的是教师与学生之间情感气氛融洽，是一种积极整合的表现；矩阵图中7－8行与6－7列相交的区域是缺陷区，如果落在这个区域的记录次数密集，反映的是教师与学生之间情感交流上存在隔阂，是课堂中应注意避免的缺陷。 表1：新手型教师弗氏互动分析矩阵图 类别 1 2 3 4 5 6 7 8 9 10 总计 1 1 1 2 0 3 3 4 7 4 23 5 8 1