研究前的準備工作(文件)
【正文】 念的特點 ? 網(wǎng)絡(luò)課堂與傳統(tǒng)課堂的師生交往方式的對比研究 – 調(diào)查傳統(tǒng)課堂的各種師生交往方式 – 調(diào)查網(wǎng)絡(luò)課堂的各種師生交往方式 – 分析網(wǎng)絡(luò)課堂與傳統(tǒng)課堂的師生交往方式的差異 – 調(diào)查老師在網(wǎng)絡(luò)課堂與傳統(tǒng)課堂中對不同交往方式的認可程度 – 調(diào)查學(xué)生在網(wǎng)絡(luò)課堂與傳統(tǒng)課堂中對不同交往方式的認可程度 ? 班級心理氣氛對教師情緒的影響 – 任課教師的課堂滿意度是否與班級氣氛呈正相關(guān)。 提出研究假設(shè) ? 研究一般是從問題開始、以假設(shè)為目標來進行的， 沒有假設(shè)就沒有研究。這些問題存在的原因也是多方面的，可能存在著課業(yè)負擔(dān)重的壓力，但學(xué)生自身的興趣、對時間的合理分配以及他人的引導(dǎo)等都是影響學(xué)生課外閱讀的重要因素。 Peterson, 1986). It investigates teachers’ overall views of teaching, or how people perceive the reality of teaching (Larsson, 1983). ? According to Clark and Peterson (1986), research interest in teachers’ thought processes is based on the recognition that “teacher behaviour is substantially influenced and even determined by teachers’ thought processes” (p. 255) and this will in turn influence student learning. ? The primary focus of research into teachers’ thought processes has been concerned with school teachers’ planning (. FavorLydeck, 1981。 Case, 1983。 Taylor, 1970。 Griffey, 1983。 Semmel, 1977) and their attributions for students’ performances (. Ames, 1975。 Johnson, Feigenbaum amp。 Eskilson, 1978). To make sense out of such findings, it is necessary to relate them to the p
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