知识分类视角下高职课堂教学互动行为研究

Research on Interactive Behavior in Higher Vocational Classroom Teaching from the Perspective of Knowledge Classification

教学行为分析是揭示课堂教学规律、促进教师专业发展并优化教学质量的重要途径。为深入探讨高职课堂教学互动行为特征,借鉴知识分类理论,以113个共1275分钟的优质高职课堂教学片段为样本,采用滞后序列分析方法开展课堂教学行为研究,重点比较了陈述性知识和程序性知识教学背景下高职课堂师生互动行为的特征差异。结果表明,两类知识课堂教学互动行为模式既有共性特征,又存在显著差异。高职课堂师生互动充分体现了“主导—主体”相结合的思想,教师教学行为与知识类型存在关联性,不同类型知识的学习行为序列结构具有特殊性。基于此,提出高职课堂教学互动行为优化策略和启示建议,以期为常态化推进高职“课堂革命”提供实践指导。

Teaching behavior analysis is an important way to reveal the law of classroom teaching,promote teachers'professional development and optimize the quality of teaching.In order to further explore the characteristics of interactive behaviors in higher vocational classroom teaching,this paper uses the Knowledge Classification Theory as a reference,takes 113 high-quality higher vocational classroom teaching fragments with a total of 1275 minutes as samples,adopts the Lag Sequential Analysis to carry out research on classroom teaching behaviors,and focuses on comparing the characteristics and differences of interaction behaviors between teachers and students in higher vocational classroom under the background of declarative knowledge and procedural knowledge teaching.The results show that there are both common characteristics and significant differences in the interactive behavior patterns of the two types of knowledge classroom teaching.The interaction between teachers and students in higher vocational classrooms fully embodies the idea of"leading-subject"combination.There is a correlation between teachers'teaching behavior and knowledge types,and the sequence structure of learning behavior of different types of knowledge is special.Based on this,this paper puts forward the optimization strategies and suggestions of interactive behavior in higher vocational classroom teaching,in order to provide practical guidance for the normalization of classroom revolution.