初中数学课堂有效提问调查研究

发布时间：2018-08-13 09:20

【摘要】：课堂提问作为最有效的教学行为之一,对学生学习、发展和教师教学都有十分重要的作用,数学作为一门实用型学科自古以来受到人们的重视,初中阶段是学生学习数学的关键时期,有效的课堂提问是保证教学质量的关键。新课程改革以来,教师的许多教学行为都不同程度地体现了“新课改”精神,数学课堂提问跟过去相比也有了较大的改变,但由于受到多方面因素影响,导致学生学习和教师教学的效果不佳,数学课堂提问总体有效性不高。本研究的目的在于弄清初中数学课堂提问的现状,针对客观存在的问题寻找切实有效的办法,提高初中数学课堂提问的有效性,为学生和教师服务。本研究首先采用文献分析法对国内外研究成果进行归纳总结,收集整理相关理论知识,然后对课堂提问的参与者进行问卷调查及访谈,并对初中数学课堂的提问行为进行观察,通过对调查结果及数据进行分析,总结当前初中数学课堂提问的现状和存在的问题,最后从课前问题预设、课堂提问实施、课后反思实践三个阶段提出针对性策略,帮助教师提高课堂提问行为的有效性。调查发现初中数学课堂提问总体有效性不高,主要表现在:学生参与课堂提问的兴趣不足,教师的课前准备不足,课堂提问的设计缺乏有效性,教师的提问行为缺乏技巧性,教师课后反思与实践不足,课堂提问的有效性易受其他因素的影响。提高初中数学课堂提问的有效性应在三个阶段运用好有效策略。在问题的预设阶段,教师应确保准备时间、精心设计问题、预测应答情况;在提问的实施阶段,教师应把握提问时机、选择合适的问答方式、掌控候答时间、妥善理答、避免其他因素的影响;在反思与实践阶段,教师应养成及时反思的习惯、将总结出来的经验付诸实践。
[Abstract]:As one of the most effective teaching behaviors, classroom questioning plays a very important role in students' learning, development and teachers' teaching. Mathematics, as a practical subject, has been paid attention to since ancient times. Junior middle school stage is the key period for students to learn mathematics, and effective classroom questioning is the key to ensure teaching quality. Since the new curriculum reform, many teachers' teaching behaviors have reflected the spirit of "new curriculum reform" to some extent, and the mathematics classroom questioning has also changed greatly compared with the past, but it is influenced by many factors. As a result, the effect of students' learning and teachers' teaching is not good, and the effectiveness of mathematics classroom questioning is not high. The purpose of this study is to make clear the present situation of mathematics classroom questioning in junior high school, to find practical and effective methods to solve the objective problems, to improve the effectiveness of junior high school mathematics classroom questions and to serve students and teachers. This research first uses the literature analysis method to summarize the domestic and foreign research results, collects and collates the relevant theoretical knowledge, then carries on the questionnaire survey and the interview to the classroom question participant, and carries on the observation to the junior high school mathematics classroom question behavior. Through the analysis of the survey results and data, this paper summarizes the present situation and existing problems of the mathematics classroom questioning in junior high school. Finally, it puts forward targeted strategies from the three stages of pre-class problem presupposition, classroom questioning implementation, after-class reflection and practice. Help teachers to improve the effectiveness of classroom questioning behavior. The investigation found that the overall effectiveness of mathematics classroom questioning in junior high school is not high, mainly in the following aspects: insufficient interest of students to participate in classroom questioning, insufficient preparation of teachers before class, lack of effectiveness in the design of classroom questioning, lack of skill in questioning behavior of teachers. Teachers' reflection and practice are insufficient after class, and the effectiveness of classroom questioning is easily affected by other factors. In order to improve the effectiveness of classroom questioning in junior high school mathematics, effective strategies should be used in three stages. In the preset stage of the question, the teacher should ensure the preparation time, carefully design the question, predict the situation of the answer; in the stage of the implementation of the question, the teacher should grasp the opportunity of asking the question, choose the appropriate question-and-answer mode, control the waiting time, and properly manage the answer. In the stage of reflection and practice, teachers should form the habit of timely reflection and put the experience they have summed up into practice.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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