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学生课堂学习行为的时间分配情况及有效性,为真实研究课堂教学提供了一个直接且有说服力的视角。本课题在借鉴戴尔学习金字塔理论的基础上,对杭州某区初中生“听、读、看、演、议、践、教、其它”等八项学习行为,设计了课堂采样观察分析。结果显示:(1)某区初中课堂教学整体上“被学习”现象突出,其中“听”的行为每节课平均值达21.62分钟,占一堂课40分钟总量的54%。(2)不同学校、不同学科、不同教龄教师之间的课堂上,学生学习行为有效总量存在显著差异。(3)某区初中生的课堂学习行为与其学业成绩呈明显相关性,即课堂学习行为的有效性影响学业成绩。基于上述结论,本文提出的改进建议是,一是要优化教学结构,从传统以教师“多讲多练”向凸显学生主动学的“精讲善学”转变;二是要善于关注学生学习策略的掌握及灵活运用,以提高自主学习的能力。
The distribution of students’ learning behavior in time and its effectiveness provide a direct and persuasive perspective for the real study of classroom teaching. On the basis of drawing lessons from Pyramid theory of Dell, this topic designs classroom sampling observation and analysis of eight learning behaviors of junior high school students in a district of Hangzhou such as listening, reading, watching, acting, discussing, practicing, teaching and other. The results show that: (1) The teaching of junior high school in a certain district is prominent on the whole, in which “listening” has an average of 21.62 minutes per lesson, accounting for 54% of the total 40 minutes of a lesson. (2) In the classrooms between different schools, different disciplines, and teachers of different teaching ages, there are significant differences in the effective total amount of students’ learning behaviors. (3) There is a clear correlation between classroom learning behavior and academic performance of junior high school students in a certain area, that is, the validity of classroom learning behavior affects academic performance. Based on the above conclusions, the suggestions for improvement put forward in this paper are: First, we must optimize the teaching structure, from the traditional “teaching more and more practicing” to “proactive learning” Pay attention to students’ mastery of learning strategies and their flexible application so as to enhance the ability of self-regulated learning.