初中化学青年教师常态课教学课例研究——基于弗兰德斯互动分析系统

Study on Normal Teaching Case of Young Chemistry Teacher in Junior High School Based on Flanders’ Interaction Analysis System

弗兰德斯互动分析系统可以量化课堂教学中的语言行为。以初中化学一节常态课为研究课例,基于弗兰德斯互动分析系统,结合教师他评和自评,从教学目标、教学内容、教学过程和教学效果等4方面进行了全面的分析与评价,并根据评价结果,针对教学目标制订、有效提问、科学的课堂语言结构的营造以及实验探究的实施等提出了可行性的有效策略,从而为青年教师通过教学实践来促进个人专业发展提供依据。

Flanders’ interaction analysis system can quantify the language behavior in classroom teaching then diagnose classroom teaching objectively and scientifically. This study took a normal chemistry case of junior high school as an example to conduct a comprehensive analysis and evaluation based on Flanders’ interaction analysis system and teachers’ self-evaluation, from four aspects: teaching goals, teaching content, teaching process and teaching effect. And according to the evaluation results, the feasible and effective strategies were put forward for the establishment of teaching goals, effective questioning, the construction of scientific classroom language structure and the implementation of experimental exploration, so as to provide the fundamental basis for young teachers to promote personal professional development through teaching practice.