高中数学新授课有效提问的研究

发布时间：2018-04-04 09:00

本文选题：数学新授课　切入点：有效提问　出处：《聊城大学》2017年硕士论文

【摘要】：提问是课堂教学活动中师生双向互动最基本的方式。要实现有效提问,不仅要求教师对教材的广度、深度等多方面有较好的把握,更要充分了解学生的认知水平及思维发展特点,还需要教师能够对课堂上出现的各种情况进行及时调控。所以说数学课堂提问不但能够促进学生高效率的数学知识学习,还有利于教师自身教学能力的提高,因而是一线教师需要深入研究的重要课题。本文从数学课的三种基本课型中,选取了新授课中的有效提问进行研究。因为研究这类课型中的有效提问,不仅可以在新课伊始,激发学生的数学学习兴趣,还可以在教学过程中,调动学生的学习积极性。通过思考教师精心设计的问题,可以有效的促进学生展开思维活动,还可以使学生在思考中加深对数学知识的理解。增强新授课中提问的有效性,可以在提高课堂效率的同时,提高教师自身的专业技能和专业素质,最终实现师生共同进步。本文通过相关文献资料的阅读,了解了当前数学课堂有效提问的研究现状,深刻理解了有效提问的内涵,构建了高中数学新授课有效提问研究的理论基础;利用观察法了解高中数学新授课提问存在的问题,结合文献研究提出相应的改进策略。而后通过教学课例表达了如何将相关研究的理论落实到教学实践中去,及其教学效果的评价。研究得出以下结论:(1)教师应该对高中数学新授课有效提问有更深的感悟,并且对有效提问的内涵和功能加以深入理解;(2)在课前应对教材和学生的认知发展特点进行深入的研究,对所要提出的问题精心设计;(3)教师应该把有效提问的改进策略真正的运用到新授课的课堂提问当中去,做到在课堂教学中能够充分发挥学生的主体性作用。
[Abstract]:Questioning is the most basic way for teachers and students to interact in classroom teaching activities.To achieve effective questioning, teachers should not only have a good grasp of the breadth and depth of the teaching materials, but also fully understand the students' cognitive level and the characteristics of their thinking development.Teachers also need to be able to timely control the various situations in the classroom.Therefore, the mathematics classroom questioning can not only promote the students' high efficiency learning of mathematics knowledge, but also benefit the improvement of teachers' own teaching ability, so it is an important subject for the first-line teachers to study deeply.In this paper, the effective questions in the new teaching are selected from the three basic mathematics classes.Because studying the effective question in this kind of class can not only arouse the students' interest in mathematics learning at the beginning of the new class, but also arouse the students' learning enthusiasm in the course of teaching.By thinking about the problems carefully designed by teachers, we can effectively promote the students to start thinking activities, but also make students in the thinking to deepen the understanding of mathematical knowledge.Enhancing the effectiveness of questioning in the new teaching can improve the efficiency of the classroom at the same time improve the teachers' professional skills and professional quality and finally achieve the common progress of teachers and students.Based on the reading of relevant literature, this paper understands the current research situation of effective questioning in mathematics classroom, deeply understands the connotation of effective questioning, and constructs the theoretical basis of effective questioning research in the new mathematics teaching in senior high school.Using the method of observation to understand the problems existing in the new teaching of mathematics in senior high school, and put forward the corresponding improvement strategies combined with the literature research.Then, through teaching examples, the author expresses how to put the theory of relevant research into teaching practice, and the evaluation of teaching effect.The study draws the following conclusions: 1) Teachers should have a deeper understanding of effective questioning in the new teaching of mathematics in senior high school, and have a deep understanding of the connotation and function of effective questioning. (2) A thorough study should be carried out on the teaching materials and the cognitive development characteristics of students before class.Teachers should really apply the effective strategies of questioning to the new classroom questions, so that they can give full play to the students' subjectivity in the classroom teaching.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

【相似文献】