初中数学专家型与新手型教师课堂提问的对比研究

发布时间：2018-02-11 20:36

本文关键词： 初中数学专家型教师新手型教师课堂提问　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：为适应新课改的新理念、新思想,课堂教学也随之进行了改革,但是课堂提问仍是课堂教学中重要的一个环节,是教师们经常应用的方法,是实现教学目标的有效途径之一。本文在查阅了大量文献的基础之上,设计了教师课堂提问的调查问卷及对课堂实例的观察的维度：然后在此基础上对专家型及新手型教师进行了问卷调查,利用SPSS软件对调查问卷的数据进行了分析,发现了初中数学专家型与新手型教师在课堂提问方面的不同之处,并对不同之处产生的原因进行了分析；其次对初中数学专家型及新手型教师的课堂教学进行了课堂提问方面的观察、记录、分析,来验证上述得到的结论,进一步发现其中的不同之处；最后得到对新手型教师在课堂提问方面的有效建议。研究的主要结论有：1.专家型教师在备课时会精心进行问题设计,备课时,就会将要问的问题写在教案里,而不是像很多新手型教师那样大体考虑何时问和问什么问题。2.专家型教师对于高水平问题的提问次数与比例要比新手型教师高。3.专家型教师通常都会围绕教学目标来设计问题,在重难点部分更是设计更大比例的问题,而且在设计问题过程中,通常会考虑到学生的认知水平和“最近发展区”,新手型教师设计问题盲目、随意、课堂上临时生成等。4.专家型教师善于利用小组合作这一教学手段来帮助学生解决较难的问题,新手型教师往往想不到利用小组合作来解决较难的问题,而自己直接说出了答案。5.专家型通常都会在提出问题之后,反思所提问题是否有让学生思考的价值,新手型教师则一般不会反思自己提出的问题是否有让学生思考的价值,而经常提出一些类似“对不对?”“会不会?”的假问题。6.专家型教师在提出问题之后,一般会留给学生足够的思考时间,在选择回答问题的对象的时候,也会请没有举手的同学。新手型教师则比较急躁,提出问题之后立刻让学生回答,而不给其足够的思考时间。在选择回答问题的对象的时候,一般选择举手的同学或者直接采用集体回答的方式。7.专家型教师在学生所答内容完全不正确时,会引导学生找到正确答案。新手型教师则会着急打断学生说的话,并寻找下一个回答问题的学生。8.当学生所答内容完全正确时,专家型教师会“趁机”对其进行表扬,增强其自信心,拉近师生的距离,而新手型教师则会简单表扬或者完全忘记评价,快速进入下一个环节。9.专家型教师非常重视课堂提问课后的反思,而新手型教师则不太重视课堂提问的课后反思。对新手型教师的主要建议有：1.设计课堂提问时要围绕教学目标来设计,尤其在重难点部分,需要设置相应的问题,来突破重难点。问题需要提前规划好,不可在课堂上随机产生。2.教师在设计课堂提问时要考虑到学生的“最近发展区”和学生的认知水平。3.学生在回答教师提出的较难问题时,可以组织学生进行小组讨论。4.教师在提出问题以后,一定要反思提出的问题是否有让学生思考的价值,避免提出“假问题”。5.教师在提出问题之后,一定要根据自己学生的学情及问题的难易程度,留给学生足够的解决问题的时间。6.选择回答问题的对象,大部分情况是举手的学生,但是也要选择少部分的不举手的学生。选择集体回答的频率不可过高。7.当学生回答问题的答案与教师所期待的答案相差甚远时,一定要让学生将话说完,然后教师再给予适当提示帮助学生找到正确答案。8.当学生回答问题后,教师应该给予简单表扬,不可以着急进行下一环节而忘了给予评价。9.加强课堂提问后的反思,在反思的基础上,增强自己的教学经验,总结其中的不足之处,让自己进步。
[Abstract]:In order to adapt to the new concept of the new curriculum ideas, classroom teaching was reformed, but an important part of the classroom questioning is in classroom teaching, teachers often use the method, is one of the effective ways to achieve the goal of teaching. On the basis of a large number of literature on the design of the investigation the questionnaire of teachers' classroom questioning and classroom observation for instance dimension: then based on expert and novice teachers conducted a questionnaire survey, using SPSS software to the questionnaire data analysis, found the number of junior high school science expert and novice teachers in the classroom questioning the differences and causes. The difference is analyzed; secondly to the junior middle school mathematics expert and novice teachers in the classroom teaching of classroom questioning the observation, record, analysis, to verify the obtained. Theory, further found that the differences of novice teachers; finally get the effective suggestions in classroom questioning aspects. The main conclusions of the study are: 1. expert teachers will carefully design problems, in preparing lessons, you will have to ask the question in writing lesson plans in, not as many novice teachers. Generally consider when asked and asked what.2. expert teachers usually focus on the teaching goal design problem for the high level of questions and the number of the proportion of teachers than novice teachers of high.3. experts, in the important and difficult part is to design a greater proportion of the problem, and in the design process, usually considering the students' cognitive level and "nearest development area", the design problem of the novice teacher is blind, random, temporary generation of.4. class expert teachers make good use of the cooperative teaching method To help students solve difficult problems, novice teachers often think of the team to solve difficult problems, and they speak directly answer.5. expert usually after putting forward the question, the question whether there is reflection to let students think about the value of the novice teachers are generally not reflect on their own problems whether to allow the students to think of the value, and often put forward some similar "right?" "would you?".6. expert false teachers after putting forward the question, the general will give students enough time to think, when a problem back in the choice of the object, also please do not have hands of novice students. The teacher is impatient, let the students answer questions immediately after, but do not give it enough time to think. Answer the question of the object in the selection, generally choose raised students or directly use the collective Answer.7. expert teachers in the students' answer is completely correct, will guide the students to find the correct answer. The novice teachers will be anxious to interrupt the students say, answer the questions and find the next student.8. when students have a content correctly, the expert teachers will "take" on the praise, enhance their self-confidence, to narrow the distance between teachers and students, novice teachers will completely forget the simple praise or evaluation, quickly enter the next link.9. expert teachers attach great importance to classroom questioning after class reflection, novice teachers pay little attention to the reflection after class classroom questioning. The main suggestions for novice teachers there are: 1. the design of classroom questioning should be based on the teaching objectives to design, especially in the important and difficult part, need to set up the corresponding problem, to break through the difficulties. Problems need to be planned in advance, not random in class .2. teachers should consider the students in the design of classroom questioning the "nearest Development Zone" and the cognitive level of students.3. students in answering the teacher proposed difficult problem, can organize students to teachers in the.4. group discussion questions, must reflect raises the question of whether there is to let the students think about the value of the proposed avoid ".5. teacher after putting forward the question, must be based on their students' learning situation and the difficulty of problem, object to the students enough time of solving problems.6. choose to answer questions, mostly for hand students, students do not raise their hands but also want to choose a small part of the collective choice of answer. The frequency is not too high when.7. answers and teachers and students to answer questions to answer far, must let students will finish, then the teacher to give appropriate tips to help students .8. students find the right answer when students answer questions, teachers should give simple praise, not anxious for the next step and forget to give.9. to strengthen the reflection and evaluation of classroom questioning after, on the basis of reflection, to enhance their teaching experience, summed up the deficiencies and make progress.

【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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