摘要
用“教学行为”这一概念工具去研究和分析教学现象,既符合马克思主义宏观理论的精神,又能如实地反映教学在中观、微观上存在的基本状态。教学行为本身是一个包含多种互动要素的系统,而且具有层级性结构。教学行为分析就是运用行为理论和教学原理对其构成要素及各个要素之间的关系进行分析,即要素论分析,同时对其实现单位及各个实现单位之间的内部转化关系进行分析,即过程论分析,从而进一步探明教学行为在学生发展中的独特规律。教学行为分析的主要方法有课堂观察法、课堂语言行为互动分析法和人种志方法。进行教学行为分析有三个方面的原因:教学论学科建设的需要,教学设计的需要和转化教学观念的需要。
Study and analysis of instructional phenomena by the conceptual tool of instructional behavior not only accords with macrotheoretical spirit of Marxism, but also truly reflects the basic state of micro and intermediate instructional being. Instructional behavior is itself a system consisting of some elements which are interactive and it also has its graded structure. In the analysis of instructional behaviors, the researcher applies behavioral theory and instructional principals in analyzing all elements and their relations of instructional behaviors and all the fulfilling units and mutual transformation between them, thus explores the objective laws of instructional behaviors in students' development. Several methods like classroom observation, interactive analysis of classroom speech act and ethnography may be adopted in analysis of instructional behaviors. The analysis of instructional behaviors is aimed at satisfying the demands from the development of instructional theory, instructional design and changing teaching concepts.
出处
《首都师范大学学报（社会科学版）》
北大核心
2005年第1期109-113,共5页
Journal of Capital Normal University：Social Science Edition
关键词
教学研究
教学行为
教学行为分析
instruction research
instructional behaviors
analysis of instructional behaviors
