课堂是教学的主阵地。教师作为课堂主导者,其教学行为是课堂教学的关键组成部分,直接影响学生的学习效果。研究信息化环境下小学《信息科技》教师的课堂教学行为,对于推进新时期教学改革,促进《信息科技》教师专业化内涵式发展具有重要...课堂是教学的主阵地。教师作为课堂主导者,其教学行为是课堂教学的关键组成部分,直接影响学生的学习效果。研究信息化环境下小学《信息科技》教师的课堂教学行为,对于推进新时期教学改革,促进《信息科技》教师专业化内涵式发展具有重要意义。本研究选取全国小学信息科技优质课展示交流活动中的10节《信息科技》优质教学课例,基于改进型弗兰德斯互动分析方法,从课堂情感氛围、课堂教学模式、课堂主动权、媒体使用情况四个维度梳理了优秀教师课堂教学行为特征,以期为《信息科技》教师改进课堂教学提供借鉴与思考。Classroom is the main position of teaching. As the classroom leader, the teacher’s teaching behavior is the key component of classroom teaching, which directly affects the learning effect of students. It is of great significance to study the classroom teaching behavior of primary school “Information Technology” teachers under the information environment for promoting the teaching reform in the new era and promoting the professional and connotative development of “Information technology” teachers. Based on the improved Flanders interaction analysis method, this study selected 10 high-quality teaching examples of “Information Technology” from the National Primary School Information Technology Quality Course Exhibition and Exchange Activity of high-quality teaching of Information Technology in primary schools and sorted out the characteristics of excellent teachers’ classroom teaching behavior from four dimensions of classroom emotional atmosphere, classroom teaching mode, classroom initiative and media use, in order to provide references and reflections for teachers of “Information Technology” to improve classroom teaching.展开更多
文摘课堂是教学的主阵地。教师作为课堂主导者,其教学行为是课堂教学的关键组成部分,直接影响学生的学习效果。研究信息化环境下小学《信息科技》教师的课堂教学行为,对于推进新时期教学改革,促进《信息科技》教师专业化内涵式发展具有重要意义。本研究选取全国小学信息科技优质课展示交流活动中的10节《信息科技》优质教学课例,基于改进型弗兰德斯互动分析方法,从课堂情感氛围、课堂教学模式、课堂主动权、媒体使用情况四个维度梳理了优秀教师课堂教学行为特征,以期为《信息科技》教师改进课堂教学提供借鉴与思考。Classroom is the main position of teaching. As the classroom leader, the teacher’s teaching behavior is the key component of classroom teaching, which directly affects the learning effect of students. It is of great significance to study the classroom teaching behavior of primary school “Information Technology” teachers under the information environment for promoting the teaching reform in the new era and promoting the professional and connotative development of “Information technology” teachers. Based on the improved Flanders interaction analysis method, this study selected 10 high-quality teaching examples of “Information Technology” from the National Primary School Information Technology Quality Course Exhibition and Exchange Activity of high-quality teaching of Information Technology in primary schools and sorted out the characteristics of excellent teachers’ classroom teaching behavior from four dimensions of classroom emotional atmosphere, classroom teaching mode, classroom initiative and media use, in order to provide references and reflections for teachers of “Information Technology” to improve classroom teaching.
