基于小组合作探究下初中化学课堂提问有效性研究

发布时间：2018-03-18 15:54

本文选题：小组合作　切入点：初中化学　出处：《陕西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：提问是课堂活动的中心环节,提问赋予了课堂鲜活的生命力。在日常教学中,教师通过提问了解学生对知识的掌握情况,学生通过对教师的提问体会探究学习的快乐。而且,众所周知,一堂没有提问的课堂毫无质疑是没有活力的,尤其对于初中的学生来说,其年龄特征决定了其具有在课堂上表达自已观点的强烈欲望,倘若没有提问这样的课堂交流活动,课堂将会是没有生机的。所以如果教师能很合理的利用提问,对提高教学质量是有很重大的意义的。而在目前的教学活动中,由于教师专业化成长的限制,教学中经常存在类似于“对不对”、"是不是"这样的-些低效的提问,这不仅浪费了课堂时间,而且会影响学生学习的兴趣,降低课堂效率。因此本论文采用课堂观察法将一位专家型教师在不同授课模式下的同一节课进行转录,将课堂提问进行编码、归类小结其进行有效提问的策略,以期为广大一线教师提供可参考的建议。本研究以小组合作探究下初中化学课堂为研究目标,以课堂提问为切入点,研究化学课堂提问的有效性策略,论文分为引言、正文、结论共三个部分。笔者采用系统的调查问卷对西安铁一中滨河学校初三年级全体学生发放关于对化学课堂提问的问卷调查表并对问卷调查进行分析,掌握目前初中化学课堂提问的现状。在此基础上笔者选取了西安铁一中滨河学校一位专家型教师的两节优质课,一节课是在小组合作探究下的授课,一节是在传统班级授课制下的授课,对课堂所提问题进行编码,以古德-布罗菲量表为测量工具,对课堂提问进行分析,得出教师的提问特点和小组合作探究模式下初中化学课堂提问的特点以及影响课堂提问的因素,笔者根据陕西省中考说明考纲制作出初中化学考点细目表,据此提出了提高初中化学课堂提问有效性的建议
[Abstract]:Questioning is the central link of classroom activities. Questioning gives a fresh vitality to the classroom. In daily teaching, teachers understand students' knowledge by asking questions, and students explore the happiness of learning through questioning teachers. It is well known that there is no vitality in a classroom without questioning, especially for junior high school students whose age determines their strong desire to express their views in the classroom. If there is no classroom communication such as asking questions, there will be no vitality in the classroom. So if teachers can make good use of questions, it is of great significance to improve the quality of teaching. And in the current teaching activities, Because of the limitation of teachers' professional growth, there are often some inefficient questions like "right or wrong" and "is not" in teaching. This not only wastes classroom time, but also affects students' interest in learning. Therefore, this paper adopts classroom observation method to transcribe an expert teacher in the same class under different teaching modes, encodes the classroom questions, and classifies the strategies for effective questioning. The purpose of this study is to explore the chemistry classroom in junior middle school with group cooperation as the research goal and the classroom questioning as the starting point to study the effective strategies of the chemistry classroom questioning. The paper is divided into introduction, text, and so on. Conclusion there are three parts. The author uses a systematic questionnaire to distribute the questionnaire about the chemistry classroom questions to all the students of grade three of Xi'an Tieshan Middle School and analyze the questionnaire. On the basis of this, the author selects two high quality courses of an expert teacher in Xi'an Railway No. 1 Middle School, one of which is taught in cooperation with the group. The first section is a traditional class teaching system in which the questions raised in the classroom are coded, and the Gude-Boufi scale is used as a measurement tool to analyze the classroom questions. The characteristics of teachers' questioning and the characteristics of junior high school chemistry classroom questions under the mode of group cooperative inquiry and the factors that affect the classroom questions are obtained. According to the instructions of Shaanxi Province, the author makes a detailed list of junior high school chemistry examination spots. Based on this, some suggestions are put forward to improve the effectiveness of questioning in junior high school chemistry classroom.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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