高中化学课堂教学中的问题设计与实施的调查研究

发布时间：2018-01-20 03:23

本文关键词： 问题设计问题情境有效性开放性学生提问积极评价　出处：《河北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：基于问题展开课堂教学是当前教育研究的热点之一。课堂教学中合适的问题设计与实施可以引导学生深入思考,促进学生思维的深度发展。因此,对课堂教学中的问题设计与实施进行研究,对提高中学化学课堂的教学效果具有重要的意义。在梳理国内外“课堂教学中问题设计与实施”相关文献的基础上,确定了研究框架,选取了近年来河北省高中优质课评比中18节课作为研究对象,从“课堂问题情境的创设情况、问题的内容设计、问题解决方式以及问题评价方式”等方面进行了统计分析。结果表明:(1)18位教师全都对课堂问题进行了设计,但有些教师在问题设计时对“以学生为主体”的教学理念体现不足,且问题数量偏多。(2)18位教师中约有2/3的教师进行了问题情境设计,而其余1/3的教师没有进行问题情境创设,说明这部分教师还需要深刻领会课程标准的要求。(3)全部的教师都设计了不同类型的问题,但部分教师课堂问题的有效性低,评价型问题和开放性问题设计的少。(4)18位教师中只有2位教师设计了学生提问环节。(5)18位教师均采用了多种作答方式,部分教师选择作答方式时比较随意,缺乏设计,不能做到兼顾不同水平的学生。(6)18位教师均对学生的回答进行了不同形式的评价,其中积极评价和简单评价居多。结合研究结论提出了如下建议:(1)引领教师进行理论学习。(2)精心设计问题内容,缩减问题数量,提高问题质量,针对不同水平学生设置不同难度梯度的问题,多设计开放性问题。(3)设计合理的问题提问方式和作答方式。(4)教学评价要具有针对性。
[Abstract]:Problem-based classroom teaching is one of the hotspots in current educational research. The design and implementation of appropriate problems in classroom teaching can guide students to think deeply and promote the deep development of students' thinking. The research on the design and implementation of problems in classroom teaching is of great significance to improve the teaching effect of middle school chemistry classroom. On the basis of combing the relevant literature of "problem design and implementation in classroom teaching" at home and abroad. Determined the research framework, selected the Hebei Province in recent years high school quality course evaluation of 18 classes as the research object, from "the creation of classroom problem situation, the content of the problem design." The results show that all 18 teachers have designed the classroom problems. However, some teachers in the design of the problem of "student-oriented" teaching concept is not enough, and the number of problems. There are 18 teachers, about 2/3 of the teachers have carried out problem situation design. The other 1/3 teachers did not create problem situations, indicating that this part of the teachers also need to understand the requirements of curriculum standards. 3) all teachers have designed different types of problems. However, the effectiveness of some teachers' classroom problems is low. Only 2 out of 18 teachers who design evaluative questions and open questions have designed students' questions. All 18 teachers have adopted a variety of ways to answer questions. Some teachers choose to answer the way at random, lack of design, can not do to take into account different levels of students. 6 teachers have conducted different forms of evaluation of the students' answers. Positive evaluation and simple evaluation are the majority. Combined with the conclusions of the study, this paper puts forward the following suggestions: 1) lead teachers to theoretical study. 2) carefully design the content of questions, reduce the number of problems and improve the quality of problems. Aiming at the problem of setting up different difficulty gradients for students at different levels, we should design more open questions and answer ways. 4) the teaching evaluation should be targeted.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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