教师课堂非言语行为的量化分析-外国语言学及应用语言学专业论文.docxVIP

PAGE PAGE 10 出的观察表进行记录时 要严格按要求记录 如以每 5 秒一次或每分钟 10 12 次的速度连 续进行记录 等等 经过对 20 节新授课的教师课堂非言语行为的记录结果表明 所编制的 观察表具有较高的信度 和教师课堂非言语行为等级评价表所得结果进行比较 发现运用所 编制的观察表评价教师课堂非言语行为在主观程度上低 而在准确程度上要高 编制出教师课堂非言语行为观察表后 不仅可以通过一节课对科任教师的非言语行为进 行分析 还可以通过对许多教师课堂非言语行为的分析总结出带有普遍性的结论来 根据不 同维度各项目所占比例来分析教师课堂非言语行为是一种有效的尝试 教师课堂非言语行为观察表的使用有一定的条件 如观察者至少在三名或三名以上 而 且是受过培训的有经验的教师 等等 教师课堂非言语行为观察表主要用于课堂教学研究 也可用于在职教师和师范生的教学技能培训 教师课堂非言语行为观察表的编制只是教师课堂非言语行为研究的一部分 随着教育教 学改革的发展 教师课堂非言语行为研究将呈现出如下趋势 教师课堂非言语行为研究和学 生课堂非言语行为研究结合起来 教师课堂非言语行为研究和其言语行为研究结合起来 研 究设计课型从单一的新授课转向多样化 对教师课堂非言语行为的微观分析法将更加完善 关键词 教师课堂非言语行为 观察表 维度 分析方法 The Quantifying Study on Teachers’ Nonverbal Behavior in Classroom Instruction Zhou Pengsheng Speciality of Curriculum and Didactics Research Direction of Instruction Psychology Grade 2000 ABSTRACT The meaning of nonverbal behavior can be comprehended in a broad sense or in a narrow sense. In the same way, teachers’ nonverbal behavior in classroom instruction can be understood in a broad sense and a narrow sense. In a broad sense, teachers’ nonverbal behavior in classroom instruction not only means body movement and posture which is from teachers’ body itself, but body movement and posture which is from something stick to body such as clothes etc.; while in a narrow sense, teachers’ nonverbal behavior in classroom instruction simply means body movement and posture which is from body itself, mainly including head movement, gesture, facial expression, etc. It had important theoretical sense and practical sense to probe into teachers’ nonverbal behavior in classroom instruction. Theoretically, the study will promote study of non-intelligence factor in the course of instruction; deepen and improve the study of instructive association; carry the microcomic study of teachers’ behavior in instruction forward. Practically, the study will be beneficial to renew teachers’ concept of attainment; contribute to the entirety reformation in classroom instruction; be beneficial to the educational training of pre-