高校大班教学课堂纪律主要影响因素研究——基于H大学的个案研究

华中科技大学硕士学位论文高校大班教学课堂纪律主要影响因素研究——基于H大学的个案研究姓名：陈根申请学位级别：硕士专业：课程与教学论指导教师：周艳20090522IIIAbstractDuringthepopularizationofhighereducation,thebasicestablishmentofcollegesanduniversitiesisbuiltquickly.Buttheeducationalresourcesareshortage,especiallylackingofteachersandclassrooms.Inthiscase,thelarge-classteachinghasbecomeamainteachingorganizationinhighereducation.Ontheonehand,theadvantagesoflarge-classteachingareobvious,suchasexpandingtheteachingscale,formingthecultivationscope,improvingtheutilizationofteachingandeducationalresourceseffectively.Ontheotherhand,moreandmoreproblemsarerevealedinlarge-classteachingofcollegesanduniversities.Manyhomeandabroadscholarsstudytheeffectandqualityoflarge-classteachingincollegesanduniversities.Butthereislackofdepthresearchoflarge-classteachingincollegesanduniversitiesfromtheperspectiveofclassroomdiscipline.Whatarethespecificproblemsofclassroomdisciplineinlarge-classteaching?Howcanweregulatetheclassroomdisciplineoflarge-classteachingincollegesanduniversities?Researchesonsuchissuesareinfrequent.Therefore,thisstudyfocusesonthemaininfluencefactorsofclassroomdisciplineinlarge-classteachingofcollegesanduniversities.Withthebackgroundoftheclassroomscenesinlarge-classteachingofcollegesanduniversities,thethesisanalysesteacher-student’scognitionaboutclassroomdiscipline,theirclassroombehaviors,particularlythedisobeybehaviors.Accordingtothesurvey,themaininfluencefactorsofclassroomdisciplineinlarge-classteachingofcollegesanduniversitiesarelargesizeofclasses,failureofteachers’performance,theinadequate“ExecutivePower”ofexams,andsoon.Inconclusion,tosolvethecurrentproblems,thisstudysuggestsitisnecessarytoestablish“win-win”classroomdisciplineofteacher-studenttoadaptthelarge-classteachingincollegesanduniversities.Teachers:theyneedtoestablishtheIIIstudent-centeredteachingideas,topreparelessonsseriously;Therearethreestagesforteacherstoestablishclassroomrules:exploringtherules/standardsofbehaviors,establishingclassroomrules,supervisingandimplementingtheclassroomrules;Teachersusetheaccompaniersandgroupassessmenttoimprovethe”ExecutivePower”ofexams;Theyexplaincredithoursandcurriculumrequirementsclearly;Andtheteachersholda“pressconference”;Teachersalsoholdadiscussionormeetingforoutstandinggraduatesoralumnitointroducetheirsuccessexperience;Theteachingassistantsshouldplayakeyroleinteaching.Students:theyshouldimprovelearninginterestandself-discipline.Therelationshipofteacher-studentbecomesharmoniousbycommunicatingfrequently.Inthelarge-classeteachingofcollegesanduniversities,itisimportanttoestablishaharmoniousteacher-studentrelationshipanda“win-win”classroomdisciplineofteacher-studentinordertoprotecttheconstructionofteacher-student’s“win-win”classroomeffectively,onthebasisofimplementingteacher-student’sresponsibilityandcarryingouttheclassroomrules.Keywords:collegesanduniversities;large-classteaching;classroomdiscipline111.112421.21.2.131.2.21.31.3.141.3.212345651.41.4.167LevinNolanBurden1[J]2005(6)77-802[M]20011463[M]1979298BurdenBrophy91.4.21[J]2001(3)47-4922007(11)16-191023Ya-TingC.YangAcatalystforteachingcriticalthinkinginalargeuniversityclassinTaiwan:asynchronousonlinediscussionswiththefacilitationofteachingassistants4111.51.5.11BrendaK.BryantElectronicDiscussionSections:AUsefulToolinTeachingLargeUniversityClasses[J]TeachingofPsychology,2005(4):271-2752SamuelRiffell,DuncanSibleyUsingweb-basedinstructiontoimprovelargeundergraduatebiologycourses:Anevaluationofahybridcourseformat[J]Computers&Education,2005(44):217–2353R.OliverExploringatechnology-facilitatedsolutiontocaterforadvancedstudentsinlargeundergraduateclasses[J]JournalofComputerAssistedLearning2006(22):1–124RatcliffeM,WoodburyJ,ThomasLImprovingmotivationandperformancethroughpersonaldevelopmentinlargeintroductorysoftwareengineeringcourses[C]15THCONFERENCEONSOFTWAREENGINEERINGEDUCATIONANDTRAINING,PROCEEDINGS2002:108-11512131.5.21422.12.21152.32.41633.13.1.13.1.2华中科技大学硕士学位论文17回收问卷195份，有效问卷195份.其中男生占48.2%，女生占51.8%，涵盖了大一至大三的三个年级的学生，所占比重分别为大一36.4%，大二28.7%，大三34.9%。因大四学生普遍处于实习阶段，故样本中没有包括大四学生。所涵盖的专业比重分别为文科28.2%，理科38.5%，工科，33.3%。3.1.3调查研究的问题该调查问卷研究的主要问题是了解高校大班教学课堂纪律的现状，影响高校大班教学课堂纪律的因素和高校大班教学课堂纪律的管理方式。高校大班教学课堂纪律现状包括总体情况、具体内容、年级情况、性别情况、专业情况等。再次，笔者对教师和学校的课堂纪律管理方式进行初步探讨。3.2高校大班教学课堂纪律的现状调查与分析通过对学生的问卷和访谈，教师访谈和课堂记录表的整理，对高校大班教学课堂纪律情况进行了以下归纳：（1）大学生对高校大班教学课堂纪律认识情况的分析图3-1不良课堂纪律对学习影响的频数分布图如图3-1所示，在课堂纪律的影响方面，26%的大学生同意不良堂纪律对学习不良课堂纪律对学习影响的频数分布图05101520253035同意基本同意不确定基本不同意很不同意百分比181920212223242512[]20072253545.1.3555.1.45.2565.31VenronFJones575.4”585960[1]—()[M].,199072[2]/.[M].:,200137[3][]VenronFJonesandLouises.Jones[M].2002191-192[4][]TomasL.GoodJereE.Brophy,:[M]2002163[5][M]20027[6][M]199022-23[7][M]1996332[8].--20[M],1997116-120[9].[M],19862[10][M]200459[11][M],197929[12][M]2001145-146[13][M]19893[14][M]2003142[15][M]199022-2361[16][]DaleSeolt·[M]200149-50[17].