中国基础教育博硕士论文库

节点文献

中学武术教师课堂评价行为的研究

【作者】 叶剑飞

【导师】 朱伟强;

【作者基本信息】 华东师范大学, 民族传统体育学, 2018, 硕士

【摘要】 随着社会的不断发展,体育与健康课程作为中小学义务教育的重要课程,也被纳入到了新课改的行列当中,《义务教育体育与健康课程标准(2011年版)》颁布施行以后,体育与健康课程改革也将进入了新的阶段。有效实施课堂评价是教师提高教学质量的重要途径。随着新课程改革的推进,教师的课堂评价行为现状如何,怎样评价教师的课堂评价行为,就成为一个有意义的问题。本文在已有研究的基础上,以中学武术教师为例,就如何科学的评价武术教师的课堂评价行为进行了研究。本文通过文献资料法,厘清了教师课堂评价行为的概念与框架。编制武术教师课堂评价行为观察表。并通过个案研究法,观察两位教师的课堂评价行为,以发现不同职称之间的两位教师在评价行为本身、评价行为对象、评价行为情境、评价行为结果上的异同之处。最后得出的结论如下:1、得出武术教师课堂评价行为的概念与框架。武术教师课堂评价行为即:在武术课堂教学情景中,以促进学生学习传统武术文化内涵,掌握武术动作技能,增强身体健康,并管理学生课堂学习行为所采取的具有价值判断的外显的活动方式。运用文献的梳理与归纳,将武术教师课堂评价行为一级指标划分为行为本身、.行为对象、行为环境、行为效果四个大类。将二级指标划分为言语评价行为、非言语评价标准、人物对象、内容对象等8项,将三级指标划分为音准、音量、语速、音调等22项。2、制定出了武术教师课堂评价行为观察表。3、通过个案研究法,得出了两位教师课堂评价行为的异同之处。普通教师在音准以及音量方面比较优秀,高级教师在语速、语调方面的运用比较突出。在评价对象的选择上,普通教师倾向于对个体学生的评价,而高级教师能够兼顾个体、部分以及群体学生。在课堂中,高级教师善于使用肯定性的评价行为鼓励学生,普通教师则更倾向于使用否定性的评价行为。从评价行为的效果来看,高级教师更能够提高学生的认知参与和运动知识,而普通教师则善于调动学生的情感参与。最后本文提出建议:武术教师在实施口头语评价时,要从多角度注重自身口语表达的质量,在武术课堂教学中做到发音准确,声音响亮,语速快慢结合、语调升降搭配,保证突出评价的重点。教师需要时刻关注学生的武术知识与技能的学习,并随时对学生的学习状态做出评价,要通过口头语与肢体语言相结合,使评价行为的效果更加明显。同时,合理使用空间距离能够积极促进教师的评价行为,使之更加有效。

【Abstract】 With the continuous development of society,sports and health courses as an important course of compulsory education in primary and secondary schools,has also been incorporated into the new curriculum ranks,after the "Standards of the compulsory physical education and health curriculum(2011 Edition)" promulgated,the reform of sports and health courses will also be entered into a new stage.The effective implementation of classroom assessment is an important way for teachers to improve teaching quality.With the development of the new curriculum reform,how was the classroom assessment acts of teachers,and how to evaluate the teacher’s classroom behavior,has become a significant problem.On the basis of existing researches,and taking the martial arts teachers in middle school as an example,this paper makes a research on how to scientifically evaluate the teachers’ classroom evaluation behavior.In this paper,we clarified the concept and framework of teachers’classroom evaluation behavior through the method of literature.And we compile a observation table of classroom evaluation behavior of Martial arts teachers.Through the case study method,we observed two different background teacher’ classroom evaluation behaviors to find out their differences and similarities in Evaluation of behavior structure,evaluation of the behavior of the object,the evaluation of the behavior of the situation,the results of evaluation behavior.The conclusions are as follow:1.The concept and framework of Wushu teachers’ classroom evaluation behavior.The concept of Wushu teachers’ evaluation of classroom behavior is an explicit way of activity with value judgment that in the martial arts teaching situation,for the purposes of promoting students’ learning of traditional martial arts and cultural connotation,mastering of martial arts skills,strengthening health management and manage the classroom learning behavior of students.This paper uses the literature to sort out and summarize,and divides the first lever index into four major categories:behavior itself,behavior object,behavior environment and behavior effect.his paper uses the literature to sort out and summarize,and divides the first class index into four major categories:behavior itself,behavior object,behavior environment and behavior effect.Two level index was divided into 8 elements include verbal evaluation behavior,nonverbal evaluation behavior,character object,content object.The three level indicators divided into 22 elements,such as pitch,speed,volume,etc.2.We worked out the evaluation behavior observation table of martial arts teachers in the classroom.3.Through the case study method,we got the similarities and differences of the two teachers.Ordinary teachers are good at intonation and volume,senior teachers are good with the speed and the tone.In the choice of the evaluation object,the Ordinary teacher is more inclined to the individual students,while the senior teachers can take into account the individual,part and group of students.In the classroom,the senior teachers are good at using the positive evaluation language to encourage the students,and the average teachers are more likely to use the negative evaluation.From the perspective of the effect of evaluation language,senior teachers can improve students’cognitive participation and sports knowledge,while ordinary teachers are good at mobilizing students’ emotional participation.Finally this paper proposed:When the martial arts teachers carry out the evaluation of spoken language,they should pay attention to the quality of their oral expression,and from multiple perspectives,in the martial arts teaching in the classroom,teachers should ensure accurate pronunciation,Loud voice,speed,intonation combination collocation,and ensure to focused on the evaluation.Teachers need to pay attention to the martial arts students’ knowledge and skills learning,and keep on learning to evaluate,through the combination of spoken language and body language.Teachers need to pay attention to the martial arts students’ knowledge and skills learning,and keep on learning to evaluate,through the combination of spoken language and body language,make the evaluation behavior effect is more obvious.At the same time,the rational use of spatial distance can promote the behavior of teachers’ evaluation and make it more effective.

移动知网

全球学术快报

  • 【网络出版投稿人】 华东师范大学
  • 【分类号】G633.96
  • 【下载频次】76
节点文献中: