小学语文专家型教师与新手型教师课堂提问比较研究

发布时间：2018-03-07 07:48

本文选题：小学语文　切入点：专家型教师　出处：《陕西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：教师教学过程中提问水平的高低,直接影响教学的质量和效率。作为语文教师在教学过程中更应该善于提出问题,引导学生解决问题,激发学生的热情,提高教学效率。因此,如何帮助新手型教师改善课堂提问存在的问题,提高课堂提问水平,以促进教师专业成长就显得尤其重要。本研究首先通过编制问卷,调查专家型教师与新手型教师在课前对课堂提问的准备、课中对课堂提问的生成以及课后对课堂提问的反思等方面的普遍情况,然后通过在真实的课堂中从提问类型、提问的流向、提问后的等待时间、教师提问反馈四个角度进行观察,对专家型语文教师和新手型语文教师的课堂提问进行个案比较,探析两种类型教师课堂提问的差异。调查问卷的研究结果表明：(1)在教师课前对课堂提问的准备方面：小学语文专家型教师有更强的问题意识,善于根据学生的认知水平设置问题,课堂教学更有成效,而新手型教师也有问题意识,但难以以此指导教学行为,更关注知识与技能目标。(2)教师课中对课堂提问的生成。小学语文专家型教师在提问时,能够充分结合学生课堂知识的掌握情况,提出有针对性的问题,从而去引导学生进一步思考问题,并且能够根据每一个学生的学习程度以及答案情况给出具体、客观的评价反馈。新手型教师往往习惯从自身对知识的理解的角度来设计问题,并且忽视对学生的反馈。(3)教师课后对课堂提问的反思。专家型教师己视课后反思为一种习惯,而新手型教师还没有充分意识到课后反思的重要性与必要性。课堂观察的研究结果表明：(1)在课堂提问类型方面：专家型教师所提问题的认知水平较高,而新手型教师恰恰相反。(2)在提问后的等待时间方面：专家型教师比新手型教师平均等待时间留的更长,且在留给学生思考时间的安排上,力求照顾到全体,而新手型教师的提问往往缺乏耐心。(3)在教师课堂提问反馈方面：专家型教师能对答问学生进行即时有效的反馈,即使面对错误答案,也善于引导学生进行过程反馈,而新手型教师对学生的错误回答缺乏必要的耐心和适当的解决办法。概括地说,小学语文专家型教师比新手型教师的课堂提问更有效,而新手型教师在专业成长以及改善课堂提问方面还需不断学习,提高自身的专业素养,提高课堂提问的质量和效率。
[Abstract]:The quality and efficiency of teaching are directly affected by the level of asking questions in the process of teaching. As Chinese teachers, they should be good at asking questions, guiding students to solve problems, arousing students' enthusiasm and improving teaching efficiency. It is particularly important to help novice teachers improve their classroom questioning problems and improve their classroom questioning level in order to promote teachers' professional growth. To investigate the general situation of expert teachers and novice teachers in preparing for classroom questions before class, the generation of classroom questions in class and the reflection on classroom questions after class, and then through the real classroom from the types of questions, The flow of questions, the waiting time after questioning, the feedback of teachers' questions are observed, and the case studies of expert Chinese teachers and novice Chinese teachers are compared. This paper analyzes the differences between the two types of teachers' classroom questioning. The research results of the questionnaire show that the teachers' preparation for classroom questions before class is: the primary school Chinese expert teachers have a stronger awareness of questions, Good at setting problems according to students' cognitive level, classroom teaching is more effective, and novice teachers also have problem awareness, but it is difficult to guide teaching behavior. Pay more attention to the generation of classroom questions in teachers' class. When asking questions, primary school Chinese expert teachers can fully combine the students' classroom knowledge and put forward targeted questions. To guide students to think further, and to be able to give concrete, objective feedback according to each student's learning level and answers. Novice teachers are often used to designing questions from their own understanding of knowledge. And ignore the feedback to the students. 3) the teachers reflect on the classroom questioning after class. The expert teachers regard reflection after class as a habit. However, novice teachers have not fully realized the importance and necessity of reflection after class. On the contrary, novice teachers, on the other hand, wait longer after asking questions: the average waiting time of expert teachers is longer than that of novice teachers, and in the arrangement of thinking time for students, they try to take care of the whole. However, novice teachers often lack patience in asking questions: expert teachers can give immediate and effective feedback to students answering questions, even when faced with wrong answers, they are also good at guiding students to process feedback. However, novice teachers lack the necessary patience and appropriate solutions to the students' wrong answers. Generally speaking, the primary school language expert teachers are more effective than the novice teachers in asking questions in the classroom. The novice teachers need to learn constantly to improve their professional quality and improve the quality and efficiency of classroom questioning in terms of professional growth and improvement of classroom questioning.
【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】：G623.2

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