【作者】 冀伟伟；

【导师】 靳玉乐；

【作者基本信息】 西南大学 ， 课程与教学论， 2011， 硕士

【摘要】 21世纪以来,我国基础教育课堂改革已实施十年之多,教师在课程改革中的作用举足轻重,能否把新课程的理念在课堂管理行为中实施践行已成为改革是否成功的关键,对此专家学者作出了多方面的探索。本文也从以下三部分进行研究：第一部分：理论诉求。分析了新课程提倡的创新理念和新课程下课堂管理理念,在此基础上提出新课程对教师课堂管理行为的新要求：即课堂要有生长性；课堂管理行为要具有质量、具有学生参与性、具有“隐性”特质、以“无为”为指导思想。第二部分：调查设计。本文以国内有效课堂管理行为研究专家刘家访教授关于课堂管理行为因素分析,即教师、学生、课堂环境三维度为理论框架,从教师行为(言语与非言语)、学生自我管理行为、课堂常规、互动合作、师生关系五个层面,以观察表、观察提纲为研究工具,采用与访谈相结合的方法,分析新课程改革下教师课堂管理行为,以求全面系统地了解新课程下当前课堂管理行为的真实面貌。在研究中,笔者对平顶山市卫东区的两所小学的15名教师进行了30节课的课堂观察,并就相关观察表进行编码分析,此外还通过教师与学生访谈深入了解观察中的模糊之处。作为一项现实样本,期望对新课程改革下课堂管理理念的实施提供一些有价值的参考资料。第三部分：研究结果。与传统课堂管理行为相比,新课程下教师课堂管理行为具有更明显的变化是：言语行为的激励性,自我管理的能动性,互动中学生的参与性,课堂常规的动态性,行为方式的和谐性。但是观察结果中也发现许多与传统行为相似的,与新课程理念相违背的不协调现象,仍存在着一定的不足之处,主要表现在：教师言行配合失范,仍以说教行为为主,隐性管理行为贫乏,学生自我管理技能薄弱,小组互动合作中管理行为欠缺,课堂常规控制性强,行为方式目标偏差。具体分析发现,教师课堂管理行受到多方面的影响,就教师本身而言,主要有教师个人气质、教师专业素养、管理理念偏差等；就师生双方而言,主要有互动合作方式、师生关系牵制,就环境而言,主要有教室空间环境、学校传统文化等,以上的综合作用,就是教师课堂管理行为现状的主要归因。针对当前这些现状,笔者提出以下建议：在整体策略上,优化教师课堂管理行为,鼓励教师参与行动研究,加强理念向行为的转化效能；加强自我学习；完善学校相关制度等。在具体技能上,针对上述课堂管理行为提出切实可行的实施具体策略。更多还原

【Abstract】 The new curriculum reform of basic education has already been carried out ten years from 21st century. As teachers play an important role in the new curriculum reform, so the concept of new curriculum, whether can be true in the classroom becomes the key to success. experts have mada many various research on this. The whole thesis includes three components:Part one is the theoretical exploration. Analysing the concept of new curriculum reform and class management, it introducees the new requirements on classroom management behavior:developing, efficient, interactive, the "hidden", "nothing" as the guiding ideology.Part two is design and analysis of observation. This research is based on the theoretical framework, which includes teachers students and classroom environment, put forward by Professor Liu Jiafang, the domestic expert on effective classroom management behavior, the curriculum expert’s classification of the management behaviors in class, teachers’ behaviors(verbal and non verbal), student self-management behavior, classroom routine, interactive cooperation, teacher-student relationship. And combines the research methods of record observations and interview to analyze the teachers’ classroom management behaviors in class under the new Curriculum reform with self-compiled class observation records as the research instrument, so as to systematically present the real situation of the classroom management behaviors under present curriculum reform. In this study, the author has observed the classroom management behaviors of 30 teachers from two school of PingDingShan city of HeNan province in class and coded them. Also interviewed the teachers and students understanding the confuses in observation. As a real sample, it provides research materials with referential value for the smooth implementation of the current curriculum concept.Part three is the results of this study. Compared with traditional classroom management behavior, it’s more obvious, the incentive of speech acts, self-management initiative, interactive participation, regular classroom dynamic and behavior of democracy, equality, harmony. But we also found some phenomenons as similar as traditional behavior, in contrary to the concept of new curriculum. There are still some shortcomings, mainly in words and actions dysfunction, implicit of management behavior, poor skills of student self-management, lack of management behavior in cooperation, strongly controll in the routine, target deviation on behavior.Teachers’classroom management are affected in many factors. In teachers’ themselves, it’s main in the personal qualities of teachers, the professionalism and the disparity in management ideas. In both teachers and students, it’s main in the interaction and cooperation, relations between teachers and students, environment in the classroom. In a word, all of above are the main factors formating the status quo of classroom management behavior.As to the current situation of the curriculum reform of teaching behaviors in class, the author proposes the following suggestions:in the overall strategy, encourage teachers to participate in action research, help teachers turn their ideas to behavior effectively, enhance self-learning, improve school-related system. In specific skills, suggest concrete feasible strategies to deal with some concrete classroom management behaviors.更多还原