【作者】 廖娟；

【导师】 江卫华；

【作者基本信息】 西藏大学 ， 课程与教学论， 2011， 硕士

【摘要】 让幽默回归教育,让幽默唤醒课堂,让幽默引领教师专业成长,这对教师的专业素养和教师的专业成长提出了更高的要求,而养成教学幽默风格已成为新时代教师孜孜追求的理想与愿景。本文采用叙事研究和对比研究的方法,对成都市的两所小学进行了实地调查研究,从中验证了教学幽默能活跃课堂氛围、提高教学的效果,提出了教学幽默的策略,对教学幽默的形成原因进行了研究,并对教学幽默的形成提出了有效的措施。本文共分为五部分:第一部分提出了研究背景,通过对已有文献的梳理,总结了国内外相关研究的成就,指出了现有研究所存在的不足,从而明确了研究的目的和意义。第二部分通过访谈总结出学生喜欢幽默风趣的老师,通过课堂实录,验证了教学幽默的课堂效果。第三部分通过课堂实例,分析了丰富多彩的教学幽默策略,为教师采用幽默策略提供了生动的参考和借鉴。第四部分从教师的主客观两个方面深入探讨教学幽默形成的因素,主观方面的因素包括教师的气质和性格因素、教师对自我身份的定位、教学信念和知识结构等。客观方面的因素有学校的文化、管理制度和评价等方面。第五部分从影响教师教学幽默主客观因素着手,提出有针对性的策略,并对教学幽默的适切性问题进行了探讨。更多还原

【Abstract】 Humor returning to education, let humor wake up to the classroom. So humorous guide professional growth, all that puts forward higher demand for teachers’professional quality and teachers’professional growth, furthermore, it has become ideal and vision to develop a style of humorous instruction that teachers diligently pursue during New era.For the requirement of paper’s research, methods are adopted both narrative research and comparative study, two primary schools in Chengdu are chosen to research on the spot, from which it is verified humor can activate atmosphere in the classroom, improve instructional effect. The strategies are put forward on instructional humor, the reasons are researched that instructional humorous come to being, and the effective steps are proposed that instructional humorous happen.There are 5 parts in the paper: In the first Part, the background is recommended for research. Carding current documents, some achievements have been summarized on related research at home and abroad, some shortcomings have been pointed out on the present investigation, then the purpose and meaning are clear about the paper theme to study. In the second Part, it is found that students tend to like humorous teachers at student interview, meanwhile, it is verified that the Classroom Record shows actually the effectiveness of instructional humor. In the third Part, there are rich and colorful humorous strategies analyzed through instructional examples in the classroom, which supply vivid reference for teachers selecting humorous materials. In the fourth Part, the factors are deeply explored that instructional humor comes to being, including both subjective and objective. There are subjective factors from teachers such as temperament and personality, self-identity orientation, instructional beliefs and knowledge structures, and so on; There are objective aspects like school culture, management system and evaluation, etc. In the fifth Part, in terms of the subjective and objective factors affecting teachers humor, targeted strategy is presented and appropriative humor is discussed in instructional issues.更多还原