师范生提问技能发展的反思性学习研究

发布时间：2018-06-13 09:02

本文选题：师范生 + 提问技能　；参考：《温州大学》2017年硕士论文

【摘要】：对师范生而言,教学技能是其专业发展的核心素养之一,而提问技能又是教学技能的核心内容。通过对师范生的提问技能现状的调查,发现师范生在提问技能运用上存在着以下问题:提问技能训练缺乏有效方法;提问内容设计水平较低;提问的方式比较单一;提问理答欠合理。在反思性学习理论指导下,对师范生开展反思训练之后,有效地改进了师范生提问技能的这些问题。本研究主要通过调查法和行动研究法进行,主要包括以下四个方面内容:一是师范生提问技能的反思性学习现状分析。通过问卷调查,对师范生提问技能的现状进行研究分析,结果表明,师范生在提问技能的问题内容设计、问题类型、提问方式、理答方式等方面存在不足。二是构建提问技能的反思性训练框架。根据反思性学习理论,提问技能的反思性训练过程包括训练前的反思、训练中的反思和训练后的反思三个方面。从提问技能的结构来看,反思性训练包括问题内容设计、问题类型、提问方式和理答方式等四个方面。将反思性学习理论和提问技能结合起来,以提问技能的四个方面为框架横向内容,以提问技能的反思性训练前、中、后三方面为框架纵向内容,构成较为系统的提问技能的反思性训练框架。三是师范生提问技能的反思性训练。以生物科学专业师范生为对象,开展反思性的技能训练,主要包括提问技能训练前的准备,师范生提问技能训练中的实施以及师范生提问技能训练后的评价。每个部分详细说明了在反思训练整个过程中,反思策略对提问技能的指导和监控。四是结论与反思。根据反思性训练前后测量的数据分析,得出结论:反思性训练对提问技能的四个方面(问题内容设计、问题类型、提问方式、理答方式)有显著性提高的作用。
[Abstract]:For normal college students, teaching skill is one of the core qualities of their professional development, and questioning skill is the core content of teaching skill. Through the investigation of the status quo of the students' questioning skills, it is found that there are the following problems in the application of the questioning skills: the lack of effective methods for the training of questioning skills, the low level of the content design of questioning, the singularity of the way of questioning; The answer to the question is unreasonable. Under the guidance of reflective learning theory, this paper improves the question skills of normal school students effectively after carrying out reflective training. This research is mainly carried out through investigation and action research, mainly including the following four aspects: first, the analysis of reflective learning status of normal students' questioning skills. Through the questionnaire survey, this paper studies and analyzes the current situation of the students' questioning skills. The results show that there are some shortcomings in the question content design, the types of questions, the ways of asking questions, the ways of answering questions and so on. The second is to construct the reflective training framework of questioning skills. According to the theory of reflective learning, the reflective training process of questioning skills includes three aspects: reflection before training, reflection during training and reflection after training. From the perspective of the structure of questioning skills, reflective training includes four aspects: question content design, question type, questioning method and answering method. Combining the theory of reflective learning with the skill of questioning, taking the four aspects of the skill of questioning as the frame horizontal content, taking the reflective training of the skill of questioning before, the middle and the last three aspects as the vertical content of the frame. Form a more systematic questioning skills reflective training framework. The third is the reflective training of students' questioning skills. Taking normal students majoring in biological science as the object, this paper carries out reflective skill training, mainly including preparation before training, implementation of questioning skills training and evaluation of questioning skills training for normal college students. Each part explains in detail the guidance and monitoring of questioning skills by reflective strategies in the whole process of reflective training. Fourth, conclusion and reflection. Based on the analysis of the data measured before and after the reflective training, it is concluded that the reflective training has a significant effect on the improvement of the four aspects of the questioning skills (question content design, question type, questioning method, answering method).
【学位授予单位】：温州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G652

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