高中生物课堂教学中的有效提问研究

发布时间：2019-06-22 20:19

【摘要】：课堂提问是教学过程中经常使用的教学手段,它不但能检查学生的学习情况,更重要的是能激发学生的兴趣,培养学生的思维能力等。它是高中生物课堂教学过程不可或缺的一步,对学生的学习有着积极的作用,教师使用课堂提问恰当的话,能帮助学生理解整节课上的内容,否则的话适得其反,提问不但没发挥出它的作用,反而会占用一定的教学时间,教学任务也无法按时完成。本文对此进行了初步探究,不过结果显示出诸多问题,这严重影响了课堂教学质量。下面我从以下几个方面来简单阐述一下本文:(一)目的:本文以高中学生为调查对象,调查、研究、分析高中学生在生物课堂教学提问中出现的问题,旨在研究出提高高中生物课堂有效提问的策略,以达到帮助学生理解运用课本知识的目的。本研究在高中生物课堂教学中起着非常重要的作用,不但能使学生快速掌握知识,抓住一节课的重难点内容,还能对以后章节的学习起到铺垫作用。(二)方法:本文以高中生物课堂教学中提问存在的问题为切入点,通过研究国内外的现状来发现问题并提出提高课堂有效提问的实施策略。本文的研究思路为:第一,查找、借鉴大量的相关理论研究成果,结合教育学、心理学理论,寻求有关高中生物课堂有效提问研究的理论支持。第二,制作相关的问卷调查及访谈表,待回收后进行认真的分析与总结。第三,设计课堂有效提问的策略,包括如何设计问题,如何实施及相关评价。本文采用的研究方法为:文献资料法、课堂观察法、问卷调查、访谈法。(三)结果:由教师听课,问卷调查等不同形式的研究发现:学生对生物学科的感觉及自己在课堂上的表现,学生对生物教师的感觉及评价,学生对生物课堂上教师提问的预期,内容等等,都存在着不同程度的差异。由此也奠定了研究有效提问策略的实施。(四)结论:经过对高中生物课堂有效提问的观察、实验,证明了本研究所提出的关于有效提问策略实施的可行性,教师在上课时如果按照本文提出的问题设计原则以及有效提问实施策略,那么在提高学生学业成绩上就可以起到事半功倍的效果,同时还能激发学生学习生物的兴趣。第一,高中生物课堂提问应该从单一的只为检查学生的知识掌握情况,转移到注重学生学习生物学科兴趣的培养、生物学科思维的发展方面来。第二,提高高中生物课堂提问的有效性,应该遵循一定的问题设计原则和实施策略。问题设计原则主要指的是设计的问题要“精”,有层次性,逻辑性等;实施策略包括明确提问目的;精心设计问题,提高问题水平;运用课堂提问策略;提问后及时进行反思;建立课堂有效提问评价体系。经过教学实践证明,这些策略是有效的,能加强学生对知识的掌握。第三,由于本人能力有限,探究过程中也出现了许多不足,如:文献资料查找不够全面,高中生物课堂有效提问评价体系只是给出几点建议,没有给出更细致的评价内容等。在撰写论文的过程中,我感觉到自己的理论知识不足,语言描述能力欠缺,无法准确表达出自己的观点,所以,这些就是我今后学习研究的重点。
[Abstract]:The classroom question is a frequently used teaching method in the course of teaching. It can not only check the students' learning situation, but also can stimulate the students' interest and train the students' thinking ability. It is an indispensable step in the biology class teaching process of high school, has a positive effect on the students' study, and the teacher can help the students to understand the content of the whole class if the classroom questions are appropriate, otherwise, the questions can not only play the role of the class, Instead, it takes up a certain amount of teaching time, and the teaching task cannot be completed on time. This article has made a preliminary inquiry, but the result shows many problems, which seriously affects the quality of the classroom teaching. The purpose of this paper is to study, study and analyze the problems of high school students in the questions of biological classroom teaching, and to study the strategies to improve the effective question of the biology class in high school. In order to help the students understand the purpose of using the textbook knowledge. This study plays a very important role in the biology classroom teaching of high school, not only can the students grasp the knowledge quickly, grasp the heavy and difficult content of a class, but also play a basic role in the study of the later chapters. (2) Method: This paper points out the problems existing in the biology classroom teaching of high school and points out the problem and puts forward the implementation strategy to raise the effective question of the class by studying the present situation at home and abroad. The research ideas of this paper are: first, find, draw on a lot of relevant theoretical research results, combine with the pedagogy and the psychology theory, and seek the theoretical support of the effective question study of the biology class in high school. Secondly, make relevant questionnaire and interview form, and carry out serious analysis and summary after being recovered. Third, design the strategy of effective question in class, including how to design the problem, how to implement and relevant evaluation. The research methods used in this paper are as follows: literature, classroom observation, questionnaire and interview. (3) Results: The students' perception of the bioscience and their performance in the class, the students' perception and evaluation of the biological teacher, the expectation, the content and so on of the teacher's questions in the biological class, etc. There is a varying degree of difference. The implementation of the effective question-raising strategy is also established. (4) Conclusion: Through the observation and experiment of the effective question of the biology class in high school, the feasibility of the effective question-raising strategy put forward by the institute is proved, and if the teacher's design principle and the effective question implementation strategy are in accordance with the questions put forward in this paper, So it is possible to do more with less with the result of improving the academic achievement of the students, and also to stimulate the students' interest in learning biology. First, the question of biology class in senior high school should be from the single only to check the students' knowledge, transfer to the cultivation of the interest of the students to study the biological subject, and the development of the biological subject thinking. Second, to improve the effectiveness of the high school biology class question, we should follow a certain design principle and implementation strategy. The design principle of the problem mainly refers to the "fine" of the design problem, the level and the logic, etc. The implementation strategy includes the purpose of clear questions, the design of the problems, the improvement of the level of the problem, the application of the classroom questioning strategy, the timely reflection after the questions, and the establishment of a class effective question evaluation system. The teaching practice has proved that these strategies are effective and can strengthen the students' grasp of knowledge. Third, because I have limited ability, there are many deficiencies in the course of inquiry, such as the lack of literature search, the effective question evaluation system of biology class in high school is only a few suggestions, and no more detailed evaluation content is given. In the process of writing paper, I feel that my theoretical knowledge is not enough, the language description ability is deficient, can't express my own opinion accurately, so, these are the focus of my future study.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91

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