初中数学教师课堂提问技巧的研究
发布时间：2019-02-23 15:58
【摘要】：课堂提问是课堂上非常普遍而又极其重要的教学活动之一,教师通过提问把信息传递给学生,学生则通过回答问题予以反馈,双方在一问一答的过程中进行思想和情感的交流。笔者在此着重研究初中数学教师课堂提问的情况,在量化分析的基础上找出问题,并提出了针对性的教学建议。本研究分为预研究和主研究两个部分。预研究中,笔者在文献梳理、教师访谈、咨询专家的基础上,设计出了本次研究所用的初中数学教师课堂提问观察表。主研究中,笔者对来自两所中学的三位教师进行了为期一个半月的听课调研。并采用同课异构的方式,从57节课中选择了3节同样内容的课作为研究对象,对其进行了录制。课后根据音频文件和课堂观察笔记对该三节课进行了实录整理、时间整理、编码整理和综合整理,在此基础上,分析了三位教师在发问、候答、叫答、理答四个环节的情况。最后,笔者根据数据分析的结果找出了教师课堂提问四个环节所存在的问题,并针对这些问题提出了相关的改善建议。首先,教师在发问时,提前明确提问的目的、设计问题的顺序;控制提问的数量,提高问题的有效性;根据不同问题,选择合适的提问类型。其次,在候答环节,教师应培养等待的意识,给学生适度的空间;根据问题的不同设置不同的候答时间;减少无效等待,引导学生思考。再次,教师在叫答时,切记要营造课堂轻松氛围,鼓励学生积极参与;叫答方式多样化、对象应全面。最后,在理答环节教师需正确认识反馈的地位的作用;善于倾听学生的答案,增加其表现的机会;善于追问,形成有效“问题链”。
[Abstract]:Classroom questioning is one of the most common and important teaching activities in the classroom. Teachers pass the information to students by asking questions, while students give feedback by answering questions, and both sides communicate with each other in the process of asking questions and answering questions. The author focuses on the classroom questioning of mathematics teachers in junior high school, finds out the problems on the basis of quantitative analysis, and puts forward some specific teaching suggestions. This research is divided into two parts: pre-study and main research. On the basis of literature review, teacher interviews and consulting experts, the author designed the observation table of mathematics teachers' classroom questioning in this research. In the main study, three teachers from two middle schools were investigated for one and a half months. In this paper, three courses of the same content are chosen from 57 classes as the research object, and recorded in the way of isomerism of the same class. After class, according to the audio files and classroom observation notes, the three classes are recorded, arranged, coded and synthesized. On this basis, the situation of three teachers in asking, waiting, calling and answering is analyzed. Finally, according to the results of data analysis, the author finds out the problems existing in the four links of teachers' classroom questioning, and puts forward some suggestions to improve these problems. First of all, when teachers ask questions, they define the purpose of the questions in advance, design the order of the questions; control the number of questions, improve the effectiveness of the questions; according to different questions, choose the appropriate types of questions. Secondly, in the waiting link, teachers should cultivate the consciousness of waiting, give students proper space; set different waiting time according to different questions; reduce invalid waiting; guide students to think. Thirdly, teachers should create a relaxed atmosphere in class and encourage students to participate actively. Finally, teachers should correctly understand the role of feedback; be good at listening to students' answers and increase their chances of performance; be good at questioning to form an effective "problem chain".
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
本文编号：2428977
[Abstract]:Classroom questioning is one of the most common and important teaching activities in the classroom. Teachers pass the information to students by asking questions, while students give feedback by answering questions, and both sides communicate with each other in the process of asking questions and answering questions. The author focuses on the classroom questioning of mathematics teachers in junior high school, finds out the problems on the basis of quantitative analysis, and puts forward some specific teaching suggestions. This research is divided into two parts: pre-study and main research. On the basis of literature review, teacher interviews and consulting experts, the author designed the observation table of mathematics teachers' classroom questioning in this research. In the main study, three teachers from two middle schools were investigated for one and a half months. In this paper, three courses of the same content are chosen from 57 classes as the research object, and recorded in the way of isomerism of the same class. After class, according to the audio files and classroom observation notes, the three classes are recorded, arranged, coded and synthesized. On this basis, the situation of three teachers in asking, waiting, calling and answering is analyzed. Finally, according to the results of data analysis, the author finds out the problems existing in the four links of teachers' classroom questioning, and puts forward some suggestions to improve these problems. First of all, when teachers ask questions, they define the purpose of the questions in advance, design the order of the questions; control the number of questions, improve the effectiveness of the questions; according to different questions, choose the appropriate types of questions. Secondly, in the waiting link, teachers should cultivate the consciousness of waiting, give students proper space; set different waiting time according to different questions; reduce invalid waiting; guide students to think. Thirdly, teachers should create a relaxed atmosphere in class and encourage students to participate actively. Finally, teachers should correctly understand the role of feedback; be good at listening to students' answers and increase their chances of performance; be good at questioning to form an effective "problem chain".
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
【参考文献】
相关期刊论文 前1条
1 张世明;;对数学课堂提问的诊断及矫治[J];教学月刊(小学版);2006年12期
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