新课改下中学化学课堂管理研究
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摘要
新课程改革体现了坚持以学生为主体,强调教师的激励与引导,师生在和谐的课堂环境中共同发展的“人本发展”价值取向。提出课堂管理的目标:创设引导所有学生主动参与的教学环境:激发学生的活动动机,提高学习效率;养成学生自律的心理,培养学生自我管理能力。为了促进创新人才的培养,研究提出课堂管理的新模式——“S-T-S-F”和谐沟通模式。强调通过促进学生、教师和学校、家庭四方的即时沟通旨在达到形成和谐的师生关系,为学生参与课堂活动创造有利环境。
对课堂管理与学科门类的结合在我国课堂管理研究领域尚待深入。本研究结合新课程改革提出的课堂管理的目标采用了实验法、田野观察法、访谈法和文献法,研究中学化学课堂管理。
实验法的研究主要是我们以《学生学习投入状态观察表》作为记录表格,记录中学化学课堂学生投入学习状态。并对不同教师管理的课堂学生的投入状况、学生的投入状况研究与课堂有效时间做出分析。
对中学化学课堂进行田野观察,本研究以列表形式作田野笔记定性的观察课堂管理。
采用访谈法研究课堂中有些无法通过实验和观察得出的有关于教师情意方面的对学生的影响,教师对学生的了解程度、教师对课堂管理的自信心理、学生对教师课堂管理的情绪,学生对化学学科的兴趣等内在隐性因素。
本研究综合采用以上的方法中学化学课堂管理,结合新课程改革的教育理念,较为系统的提出一些化学课堂管理策略:化学课堂时间的有效管理策略、化学课堂教学环境优化策略、化学课堂和谐人际关系建立策略、化学课堂常规制定策略和化学课堂的兴趣引导策略。
The newly-revised curriculum advocates the concept that ideal education should be people oriented. That is to say, during the teaching process, a harmonious and mutual relationship and development of both the students and the teacher should be achieved. It highlights the 'people oriented development' value orientation. Based on that, we considered that classroom management should aim at creating an environment that could lead individual students as well as the group to participate on their own initiative. The intention is to inspire and actively motivate each student so as to improve their academic efficiency, while cultivating self-discipline and self-management among the students. I raise a new feature of classroom management that was the "S-T-S-F" harmonious communication pattern. The new pattern emphasizes that students and teachers, along with the whole school and the family should be in harmonious communication, constructing a circumstance in which learning is much more likely to be achieved happily and at a higher level.
Integrating classroom management with discipline of a class needs to be investigated deeply in the research field of classroom management. To achieve the aim of improved classroom management under the new curriculum it is suggested that methods such as experimentation, field observation, interview, and literature review of chemistry classroom management be researched.
The experimentation records on a form, how many students involved in a chemistry class are observed to be participating that class. Then the data is analyzed to find out how many students participated in the classes given by different teachers and how many students participated in the class to improve class time efficiency.
Based on the qualitative study, the research uses field observations to take field notes in the form of tables to record the activities of the class. We choose 'interviewing' to research the impact teachers had on students that we can't reach by experiment and observation such 'did the teacher understand the students', the teacher's self-confidence with classroom management, the response of students to the teacher's management, and the interest of students to learn chemistry.
The research comprehensively applied these methods to a consideration of chemistry classroom management. Combining the new ideas of the new curriculum, the research systematically presents a series of strategies about chemistry classroom management: the strategy of managing the time of the class effectively; the strategy of optimizing learning environment of chemistry class; the strategy of founding harmonious personal relationship in chemistry class; the strategy of making and conducting classroom convention in chemistry class and stimulating students interest in chemistry and the classes.
对课堂管理与学科门类的结合在我国课堂管理研究领域尚待深入。本研究结合新课程改革提出的课堂管理的目标采用了实验法、田野观察法、访谈法和文献法,研究中学化学课堂管理。
实验法的研究主要是我们以《学生学习投入状态观察表》作为记录表格,记录中学化学课堂学生投入学习状态。并对不同教师管理的课堂学生的投入状况、学生的投入状况研究与课堂有效时间做出分析。
对中学化学课堂进行田野观察,本研究以列表形式作田野笔记定性的观察课堂管理。
采用访谈法研究课堂中有些无法通过实验和观察得出的有关于教师情意方面的对学生的影响,教师对学生的了解程度、教师对课堂管理的自信心理、学生对教师课堂管理的情绪,学生对化学学科的兴趣等内在隐性因素。
本研究综合采用以上的方法中学化学课堂管理,结合新课程改革的教育理念,较为系统的提出一些化学课堂管理策略:化学课堂时间的有效管理策略、化学课堂教学环境优化策略、化学课堂和谐人际关系建立策略、化学课堂常规制定策略和化学课堂的兴趣引导策略。
The newly-revised curriculum advocates the concept that ideal education should be people oriented. That is to say, during the teaching process, a harmonious and mutual relationship and development of both the students and the teacher should be achieved. It highlights the 'people oriented development' value orientation. Based on that, we considered that classroom management should aim at creating an environment that could lead individual students as well as the group to participate on their own initiative. The intention is to inspire and actively motivate each student so as to improve their academic efficiency, while cultivating self-discipline and self-management among the students. I raise a new feature of classroom management that was the "S-T-S-F" harmonious communication pattern. The new pattern emphasizes that students and teachers, along with the whole school and the family should be in harmonious communication, constructing a circumstance in which learning is much more likely to be achieved happily and at a higher level.
Integrating classroom management with discipline of a class needs to be investigated deeply in the research field of classroom management. To achieve the aim of improved classroom management under the new curriculum it is suggested that methods such as experimentation, field observation, interview, and literature review of chemistry classroom management be researched.
The experimentation records on a form, how many students involved in a chemistry class are observed to be participating that class. Then the data is analyzed to find out how many students participated in the classes given by different teachers and how many students participated in the class to improve class time efficiency.
Based on the qualitative study, the research uses field observations to take field notes in the form of tables to record the activities of the class. We choose 'interviewing' to research the impact teachers had on students that we can't reach by experiment and observation such 'did the teacher understand the students', the teacher's self-confidence with classroom management, the response of students to the teacher's management, and the interest of students to learn chemistry.
The research comprehensively applied these methods to a consideration of chemistry classroom management. Combining the new ideas of the new curriculum, the research systematically presents a series of strategies about chemistry classroom management: the strategy of managing the time of the class effectively; the strategy of optimizing learning environment of chemistry class; the strategy of founding harmonious personal relationship in chemistry class; the strategy of making and conducting classroom convention in chemistry class and stimulating students interest in chemistry and the classes.
引文
[1]陈时见.课堂管理论[M].桂林:广西师范大学出版社,2002:2.
[2]姜文姐.浅谈新课程标准与课堂教学的宽容[J].新疆教育学院学报,2005(3).
[3]李永高.质疑推门听课[N].中国教育报,2005-3-1(8).
[4]詹姆斯·昌佩,尼丁·诺利亚.李玉霞译.管理的变革[M].北京:经济日报出版社,1998:22.
[5]Good C V.Dictionary of Education[M].New York:McGramhill Book Company,1973:102.
[6]Good T L,Brophy J E.Looking in Classroom:3rded.[M]New York:Harper & Row,1984.
[7]Emmer E T.Classroom Management[M].The International Encyclopedia of Teaching and Teacher Education.Oxford:Pergamum Press,1987:437.
[8]Lemlech K.Classroom Management:Mechanical for Elementary and Secondary Teachers[M].New York:Longman,1988:3.
[9]Mc Catlin M,Good T L.Compliant Cognition:The Misalliance of Management and Instruction Goals in School Reform[J].Educational Researcher,1992(21):4-7.
[10]吴清山.班级经营[M].台湾:台湾心理出版有限公司,1990:7-8.
[11]田慧生,李如密.教学论[M].石家庄:河北教育出版社,1996:332.
[12]陈琦.当代教育心理学[M].北京:北京师范大学出版社,1997:297.
[13]张春兴.教育心理学--三化取向的理论与实践[M].杭州:浙江教育出版社,1998:510.
[14]施良方.教学理论:课堂教学的原理、策略与研究[M].上海:华东师范大学出版社,1999:279.
[15]陈时见.课堂管理论[M].桂林:广西师范大学出版社,2002:6.
[16]胡森.国际教育百科全书[M].贵阳:贵州教育出版社,1990(6):32.
[17]吴清山.班级经营[M].台湾:台湾心理出版有限公司,1990:12-13.
[18]施方良.学习论--学习心理学的理论与原理[M].北京:人民教育出版社,1994:132.
[19]陈时见.课堂管理论[M].桂林:广西师范大学出版社,2002:41.
[20]吕志红.美国中小学课堂管理研究[J].河北大学,2006:17-18.
[21]玛格丽特.为有特殊需要的学生服务:平等与机会[J].教育与展望.1996(2).
[22]张焕庭.现代西方资产阶级教育论著选[M].北京:人民教育出版社,1979:267.
[23]胡森.李进译.国际教育百科全书[M].贵州教育出版社,1990(6): 22-23.
[24]陈时见.课堂管理论[M].桂林:广西师范大学出版社,2002:4.
[25]吕秀丽.中学化学教学中验证性和探究性实验的整合[D].上海:华东师范大学,2006.
[26]刘洁.中学化学初任教师入职阶段适应性的研究[D].武汉:湖北大学,2006.
[27]中华人民共和国教育部.新课程改革纲要(试行)[N].中国教育报,2001-7-27(2).
[28]陈时见.课堂管理论[M].桂林:广西师范大学出版社,2002:8.
[29]中华人民共和国教育部.新课程改革纲要(试行)[N].中国教育报,2001-7-27(2)
[30]肖海平,李保斌,何晓澜.论教学的对话品质[J].湖南师范大学教育科学学报,2006(4):41-43.
[31]窦福良.课堂生态及其管理策略研究[D].济南:山东师范大学,2003.
[32]陈弘.科学教育发展观与学生主体论[J].湖南师范大学教育科学学报,2006(5):62-64.
[33]邱连煌.班级经营管理:学生管教模式、策略与方法[M].台湾:文锦书局,1998:155.
[34]谢丽君.构建以人为本的有效课堂管理模式[D].长沙:湖南师范大学,2005.
[35]任效峰.课堂管理范式的转变:从“规训”到“以人为本”[J].教学 与管理,2006:62-63.
[36]郭华.课堂沟通论[M].北京:北京师范大学出版社,2006:2.
[37]中华人民共和国教育部.新课程改革纲要(试行)[N].中国教育报,2001-7-27(2).
[38]吕志红.美国中小学课堂管理的研究[D].保定:河北大学,2006.
[39]卡罗尔·西蒙·温斯坦.田庆轩译.中学课堂管理[M],上海:华东师范大学出版社,2006:100.
[40]郑金洲.课堂观察指导[M].北京:教育科学出版社,2002:92.
[41]杨心德.中学课堂教学管理心理[M].杭州:杭州大学出版社,1998.
[42]罗素.社会改造原理[M].上海:上海人民出版社,1959:92.
[43]祝惠,刘姣娥.反思当前中小学课堂常规[J].安徽文学,2007(4):124-125.
[44]徐新玲.加强课堂教学管理提高教学的有效性[J].科学教育研究,2007(2):79.
[45]冷素红.在化学教学中培养学生的学习兴趣[J].林区教学,2007(5):102-103.
[46]肖远骑.我理解的课堂[J].人大附中教科研园地,2002(5).
[2]姜文姐.浅谈新课程标准与课堂教学的宽容[J].新疆教育学院学报,2005(3).
[3]李永高.质疑推门听课[N].中国教育报,2005-3-1(8).
[4]詹姆斯·昌佩,尼丁·诺利亚.李玉霞译.管理的变革[M].北京:经济日报出版社,1998:22.
[5]Good C V.Dictionary of Education[M].New York:McGramhill Book Company,1973:102.
[6]Good T L,Brophy J E.Looking in Classroom:3rded.[M]New York:Harper & Row,1984.
[7]Emmer E T.Classroom Management[M].The International Encyclopedia of Teaching and Teacher Education.Oxford:Pergamum Press,1987:437.
[8]Lemlech K.Classroom Management:Mechanical for Elementary and Secondary Teachers[M].New York:Longman,1988:3.
[9]Mc Catlin M,Good T L.Compliant Cognition:The Misalliance of Management and Instruction Goals in School Reform[J].Educational Researcher,1992(21):4-7.
[10]吴清山.班级经营[M].台湾:台湾心理出版有限公司,1990:7-8.
[11]田慧生,李如密.教学论[M].石家庄:河北教育出版社,1996:332.
[12]陈琦.当代教育心理学[M].北京:北京师范大学出版社,1997:297.
[13]张春兴.教育心理学--三化取向的理论与实践[M].杭州:浙江教育出版社,1998:510.
[14]施良方.教学理论:课堂教学的原理、策略与研究[M].上海:华东师范大学出版社,1999:279.
[15]陈时见.课堂管理论[M].桂林:广西师范大学出版社,2002:6.
[16]胡森.国际教育百科全书[M].贵阳:贵州教育出版社,1990(6):32.
[17]吴清山.班级经营[M].台湾:台湾心理出版有限公司,1990:12-13.
[18]施方良.学习论--学习心理学的理论与原理[M].北京:人民教育出版社,1994:132.
[19]陈时见.课堂管理论[M].桂林:广西师范大学出版社,2002:41.
[20]吕志红.美国中小学课堂管理研究[J].河北大学,2006:17-18.
[21]玛格丽特.为有特殊需要的学生服务:平等与机会[J].教育与展望.1996(2).
[22]张焕庭.现代西方资产阶级教育论著选[M].北京:人民教育出版社,1979:267.
[23]胡森.李进译.国际教育百科全书[M].贵州教育出版社,1990(6): 22-23.
[24]陈时见.课堂管理论[M].桂林:广西师范大学出版社,2002:4.
[25]吕秀丽.中学化学教学中验证性和探究性实验的整合[D].上海:华东师范大学,2006.
[26]刘洁.中学化学初任教师入职阶段适应性的研究[D].武汉:湖北大学,2006.
[27]中华人民共和国教育部.新课程改革纲要(试行)[N].中国教育报,2001-7-27(2).
[28]陈时见.课堂管理论[M].桂林:广西师范大学出版社,2002:8.
[29]中华人民共和国教育部.新课程改革纲要(试行)[N].中国教育报,2001-7-27(2)
[30]肖海平,李保斌,何晓澜.论教学的对话品质[J].湖南师范大学教育科学学报,2006(4):41-43.
[31]窦福良.课堂生态及其管理策略研究[D].济南:山东师范大学,2003.
[32]陈弘.科学教育发展观与学生主体论[J].湖南师范大学教育科学学报,2006(5):62-64.
[33]邱连煌.班级经营管理:学生管教模式、策略与方法[M].台湾:文锦书局,1998:155.
[34]谢丽君.构建以人为本的有效课堂管理模式[D].长沙:湖南师范大学,2005.
[35]任效峰.课堂管理范式的转变:从“规训”到“以人为本”[J].教学 与管理,2006:62-63.
[36]郭华.课堂沟通论[M].北京:北京师范大学出版社,2006:2.
[37]中华人民共和国教育部.新课程改革纲要(试行)[N].中国教育报,2001-7-27(2).
[38]吕志红.美国中小学课堂管理的研究[D].保定:河北大学,2006.
[39]卡罗尔·西蒙·温斯坦.田庆轩译.中学课堂管理[M],上海:华东师范大学出版社,2006:100.
[40]郑金洲.课堂观察指导[M].北京:教育科学出版社,2002:92.
[41]杨心德.中学课堂教学管理心理[M].杭州:杭州大学出版社,1998.
[42]罗素.社会改造原理[M].上海:上海人民出版社,1959:92.
[43]祝惠,刘姣娥.反思当前中小学课堂常规[J].安徽文学,2007(4):124-125.
[44]徐新玲.加强课堂教学管理提高教学的有效性[J].科学教育研究,2007(2):79.
[45]冷素红.在化学教学中培养学生的学习兴趣[J].林区教学,2007(5):102-103.
[46]肖远骑.我理解的课堂[J].人大附中教科研园地,2002(5).