高中思想政治课课堂提问存在的问题及其优化研究

发布时间：2018-12-31 21:41

【摘要】：随着课程改革形势的逐渐发展,课堂提问对教师在教学技能方面的要求也不断提高。而课堂教学中的提问是课堂活动的关键部分,是提高教学质量的必要手段,能否正确合理的利用教学中的提问对教学效果的实现有着重要影响。根据新课程改革政策对高中思想政治课新要求,结合高中思想政治课内容偏理论,概念较为抽象、趣味性较差的特点,同时也为了使学生独立思考、创新能力和认知水平得到发展,需要思想政治课教师对课堂提问加以灵活的运用。经验丰富的教师就善于运用课堂提问给学生以思想上的启迪,让他们能通过认真思考来获得知识。教师对学生进行的课堂提问是课堂互动的重要体现,师生提问的过程也是信息反馈的过程。在宽松、和谐、积极的课堂氛围中对学生进行有目的的提问,根据教学目标设计问题,才能达到启迪学生思维、增强问题意识、学会主动参与、提高语言表达能力等的目的,也符合课堂提问要重视“问答”、“沟通”的要求,营造出师生互动的课堂气氛,给予学生提问自主权。然而,近些年,在课堂提问的实践过程中近一半的提问是无效的,普遍存在着政治课教师对需要提问的问题没有计划性,缺乏对问题“度”的掌握；学生的对提问的主动性不强,回答群体比较固定；提出问题后等待时间不足,忽略“时机”的把握；对学生的回答内容评价简单,缺乏积极的引导；学生几乎没有时间提问,忽视其主体性等的问题,针对这一现状,剖析其原因并提出一些具有可操作性的优化策略。在此背景和基础下,本文采用深入高中思想政治课课堂和问卷调查等多种研究方法,对当前思想政治课堂提问优化进行研究,主要分为四个部分：第一部分：绪论。包括选题的意义,国内外研究现状,研究目的和方法,创新点。第二部分：课堂提问理论概述。就“提问’、“课堂提问”的基本内涵进行分析以及课堂提问的类型、功能、意义。第三部分：通过对思想政治课堂提问调查出的结果和自身的教学实践经验两个方面进行研究,对目前课堂提问中出现的问题进行剖析并探究产生这些现象的主要原因。第四部分：分别从课堂提问的启发性、主体性、开放性、有效性的基本原则,和教师“三步走”策略、发挥学生课堂提问主体性策略、提问评价与反思策略进行阐释,对高中思想政治课堂提问提出优化策略。
[Abstract]:With the gradual development of curriculum reform, classroom questioning demands teachers' teaching skills. The question in the classroom teaching is the key part of the classroom activities and the necessary means to improve the teaching quality. Whether or not the correct and reasonable use of the questioning in the teaching has an important impact on the realization of the teaching effect. According to the new requirements of the new curriculum reform policy for the high school ideological and political course, combined with the high school ideological and political course content bias theory, the concept is more abstract, less interesting characteristics, but also in order to enable students to think independently. Innovation ability and cognitive level are developed, need ideological and political teachers to use classroom questioning flexibly. Experienced teachers are good at using classroom questioning to enlighten students to gain knowledge through serious thinking. Teachers' questioning of students is an important reflection of classroom interaction, and the process of teachers and students' questioning is also a process of information feedback. In the relaxed, harmonious and positive classroom atmosphere, the students are asked questions purposefully and designed according to the teaching objectives, so as to enlighten students' thinking, enhance their awareness of problems, learn to participate actively, and improve their language expression ability, etc. It also accords with the requirements of "question and answer" and "communication", creates a classroom atmosphere of teacher-student interaction, and gives students autonomy to ask questions. However, in recent years, in the practice of classroom questioning, nearly half of the questions are invalid, and there is generally no plan for political teachers to ask questions, and a lack of mastery of the "degree" of the problems; The students' initiative to ask questions is not strong, the answer group is relatively fixed, the waiting time after asking questions is insufficient, the grasp of "opportunity" is ignored, the evaluation of students' answer content is simple, lack of positive guidance; Students have little time to ask questions and ignore their subjectivity. In view of the present situation, this paper analyzes the reasons and puts forward some operable optimization strategies. Based on this background, this paper adopts various research methods, such as in-depth ideological and political lesson classroom and questionnaire survey, to study the optimization of ideological and political classroom questioning, which is divided into four parts: the first part: introduction. Including the significance of the topic, domestic and foreign research status, research objectives and methods, innovation. The second part: the overview of classroom questioning theory. This paper analyzes the basic connotation of "asking questions" and "classroom questions", as well as the types, functions and significance of classroom questions. The third part: through the investigation of ideological and political classroom questioning results and their own teaching experience two aspects of the analysis of the current classroom questioning problems and explore the main reasons for these phenomena. The fourth part: from the classroom questioning enlightenment, subjectivity, openness, effectiveness of the basic principles, and teachers "three-step" strategy, students' classroom questioning subjectivity strategy, questioning evaluation and reflection strategy to explain. Put forward the optimization strategy to the high school ideological and political classroom question.
【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】：G633.2

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