1、山 西 大 学2009 届在职人员攻读教育硕士专业学位论文高中教师有效课堂管理策略研究作者姓名 张翠萍指导教师 刘庆昌教授 赵长林教授学科专业 教育管理研究方向 中小学教育管理培养单位 教育科学学院学习年限 2007 年 5 月2009 年 5 月二九年五月Shanxi UniversityStaff Education In-service Masters Degree Thesis in 2009 Study SessionTeachers Effective Classroom Management Strategies Study in High Schools Name Zhang
2、CuipingSupervisor Liu Qingchang and Zhao ChanglinMajor Education ManagementField of Research Education Management of Primary and Secondary SchoolDepartment Science Education Research Duration 2007.52009.52009.5I中 文 摘 要自从有了学校教育，就随之产生了课堂。课堂的产生，意味着师生必然在其中产生相应的教育教学行为。如何组织与管理师生的课堂行为，就构成了有效课堂管理行为研究的主要内容。随
3、着新课程改革的不断深入，传统的课堂秩序和课堂管理也注入了新的内涵和形态。在全面推进素质教育的新形势下，教师迫切需要更新教育理念，提高将知识转化为智慧、将理论转化为方法的能力，将学科知识和教育理论有机结合的能力，增强理解学生和促进学生全面发展的自觉性。时代的变革迫使整个教育制度发生变化，新课程的实施也对教师提出了前所未有的挑战，教师必须摈弃自己所固有的旧的课堂管理理念和组织方式，从而更好地促进学生学会如何应对迅速变化的社会，如何思维，如何解决问题，如何变得更有创造性和洞察力。对课堂管理的系统化、理论化的研究，并未随着学校教育的出现而出现。从20 世纪 60 年代开始，人们才对课堂管理日益重视，才
4、开始了课堂管理的系统总结和研究。近年来，各国都在致力于改进课堂结构、提高课堂教学效率的研究，同时也都在广泛地进行着课堂管理变革的尝试。西方课堂管理的研究，一方面通过对各种问题的深入分析，为解决各种实际的课堂问题提供了理论指导；另一方面，它又缺乏一种对各种观点的整合，形成了各自为政的局面。在我国，自 90 年代以来，课堂管理已经成为教育管理理论研究的一个重要领域，特别是广大理论工作者的参与，使课堂管理具有了更多的理性成分，也使教师在实际的课堂教学管理中避免经验主义提供了理论支撑，研究出了多种多样的课堂教学管理的模式、方法和技巧，为教师解决课堂教学管理中的实际问题提供了丰富的理论资源。虽然我国课堂
5、教学管理的理论研究与实践探索取得了丰富的成果，但由于理论与实践脱节的问题比较突出，研究成果属于借鉴与介绍国外的多，自己独立研究的少；理论构建的多，实验研究的少；模式研究的多，应用研究的少。同时，在一些问题上，如：课堂管理所应具有的理念和目标、课堂规范的制定与执行等方面，还没有获得清晰的认识。针对以上问题，鉴于课堂教学实践的需要，我们以济宁市三所高中作为研究对象，采用问卷调查和个别访谈的方式，对目前高中课堂教学管理中的问题、影响因素进行了调查、分析、研究，在此基础上，提出了提高高中课堂有效教学管理的策略。我们在问卷调查、师生访谈和课堂观察中发现，在教师实际的教学生活中，课II堂管理方面的问题已经
6、成为多数学生问题行为发展的障碍，也已经成为教师们最为关心和最感头疼的问题。教师在课堂管理中的运作方式和策略，是课堂能否充满活力的决定性因素，也是影响学生的主要因素之一。基于这些原因，笔者选取高中教师有效课堂管理策略研究作为研究课题，试图从理论上构建一种适合高中教育教学基本情况的有效课堂管理的策略体系。本研究的目的在于，通过对有效课堂管理研究的历史及其发展趋势的分析，结合对济宁市三所高中课堂教学管理的实证研究，分析高中阶段实际教学中有效课堂管理方面存在的问题，探明其中的原因，并从国外的相关研究中寻求理论借鉴，构建适合高中教师有效课堂管理策略的理论模式，并寻求相应的策略和解决方法。关键词：高中；教
7、师；课堂管理；有效策略IIITeachers Effective Classroom Management Strategies Studyin High SchoolsGraduate Name Zhang CuipingDirected by Liu Qingchang and Zhao ChanglinABSTRACTWith the development of the school education, the classroom all over the world is resulted. The emergence of the classroom means that tea
8、chers and students are bound to produce the proper teaching and learning behaviors. The problems how we organize and manage the classroom behavior of teachers and students make up the main contents of the effective classroom management. With the new curriculum reform deepening, the traditional class
9、room discipline and classroom management are also injected in new meanings and forms. In the new situation of quality education, teachers are urgent to update the educational concept so as to improve the capacity that teachers turn knowledge into wisdom and turn theories into methods, at the same ti
10、me, improve the capacity that teachers combine the subject knowledge and educational theory, strengthen the consciousness that teachers understand students and promote the students comprehensive development. Changes in times take the changes in the whole education system. The implementation of new c
11、urriculum is also put forward to an unprecedented challenge for teachers. Teachers must get rid of their old concepts of the classroom management and try to make the students grasp how to deal with the rapid changes, how to think, how to solve the problem and how to become more creative and insightf
12、ul.Systematic and theoretical research of the classroom management doesnt turn up with following the appearance of the school education. Since 1960s, people have begun to start the growing emphasis and the systematic summary on classroom management. In recent years, teachers all over the country are
13、 committed to the research of improving the classroom structure IVand efficiency in the classroom, at the same time people are engaged in the attempts to change the classroom management. As for the western classroom management research, on the one hand, it provides a theoretical guidance to solve va
14、rious practical questions about the classroom through the deep analyses, on the other hand, it is a lack of the integration for various opinions and form a fragmented situation. In China, the classroom management has become an important theoretical research field since the 1990s, especially a number
15、 of the teachers who are always engaged in the theoretical work make the classroom management more rational, and also get the teachers to avoid the pure acts about the actual classroom teaching. At that time, a range of researches of classroom management models, methods and techniques provide a guid
16、e that can let teachers solve the practical problems in teaching. Although the theory research and practice of classroom management has been achieved a lot, however, taking an overview of our present classroom management, we have brought in more about western countries, but have studied less about o
17、urselves; have formed more theories, but have done fewer experimental studies. Meanwhile, there is no clear understanding on some basic questions, such as: the philosophy and objectives on the classroom management, the implementation and development on the classroom norms. In view of the above issue
18、s and the practical needs about classroom teaching, we regard the three high schools in Jining as the study objective to investigate, analyze and research for the current problems as well as the impact factors. On this basis, we have proposed the effective strategies to improve the classroom managem
19、ent in high schools.When doing the survey and interviewing the teachers or students, we have found that the questions on the classroom management have become the obstacle to the development of most students and have made the teachers frustrated a lot in the practical teaching through the writers que
20、stionnaires, interviews and classroom observation. Teachers operation mode and strategy are the factors, which make the class dynamic and affect the Vstudents directly. The mode of operation and strategies that teachers use in the classroom are the decisive factors whether make the classroom dynamic
21、 and also one of the factors whether affect the students. For these reasons, the write selects the topic as the study object, and try to build up a suitable strategy system for senior teachers classroom management. The purpose of this study, on one hand, is to investigate the existing problems in th
22、e practical teaching, explore the reasons in it and then seek the solving methods from the related researches, in order to build up the suitable strategies and models through the analysis to the history and development trend of the classroom management. On the other hand, it can make us seek the the
23、oretical reference from abroad to found a theoretical mode suitable to our classroom management strategy and find out appropriate solutions. Keywords: Senior; Teacher; Classroom management; Effective Strategy目 录第一章 绪论-11.1 本课题研究的目的和意义-11.2 本课题国内外研究现状-51.3 研究方法的选择与概念厘定-8第二章 高中教师课堂管理现状与存在的问题调查-112.1 师
24、生课堂管理认识情况-1122 教师因素分析-122.2.1 教师的自我观-132.2.2 教师的教学观-142.2.3 教师的评价观-152.3 学生因素分析-172.3.1 青春期对学生的影响-172.3.2 课堂教学情境的影响-182.3.3 学校、家庭及社会压力的影响- 20第三章 高中教师有效课堂管理应遵循的策略-223.1 教师行为管理策略-223.1.1 教师课堂行为管理策略-223.1.2 教师自我形象管理策略-243.1.3 教师课堂评价管理策略-263.2 学生行为管理策略-273.2.1 学生课堂心理环境设置策略-273.2.2 学生课堂问题行为调控策略-293.2.3 学生课堂自我管理能力培养策略-313.3 课堂教学管理策略-323.3.1 课堂教学环境的共构策略-333.3.2 学习时间的增加策略- 343.3.3 课堂规范的制订与执行策略-36第四章 结论-384.1 研究结果-384.2 两点建议-39参考文献-41致谢-43教育硕士期间发表的学术论文-44个人简况及联系方式-45承诺书-46
