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  本文選題：課堂提問　切入點：有效性　出處：《西北師范大學》2006年碩士論文

【摘要】： 課堂提問是課堂教學中的主要組成部分，是課堂教學目的得以實現(xiàn)的主要教學方法之一。提問作為課堂教學中教師所普遍運用的方法，在課堂教學中起著舉足輕重的作用。研究課堂提問對于課堂教學具有十分重要的現(xiàn)實意義。 通過對課堂教學的觀察以及對授課教師的訪談，從有效性的角度來了解和分析課堂教學中教師提問的實然狀態(tài)，以及教師對于提問的理解，尤其是教師對有效提問的理解和反思，從中發(fā)現(xiàn)課堂教學中關(guān)于有效提問存在什么問題，進而找到解決問題的方法，提出有效提問的相應(yīng)策略。 研究發(fā)現(xiàn)課堂教學中存在如下一些問題：第一，教師對于提問的目的不明確。第二，教師對于提問的準備不足。第三，教師在觀念上希望學生能夠提出問題，但在實際的課堂教學過程中，學生幾乎沒有問題可問。第四，教師對有效提問的認識和了解不夠深刻和全面，缺乏有效提問的整體設(shè)計意識。 教師要真正實現(xiàn)有效提問，，就要運用有效的提問策略，應(yīng)該做到：提問要有明確的提問目的；提問要認真準備、精心設(shè)計；提問中要運用好發(fā)問、候答、叫答、反饋、探問、引導學生提問等策略；提問要及時進行反思；提問中還要避免一些不必要的問題。
[Abstract]:Classroom questioning is the main component of classroom teaching and one of the main teaching methods to realize the purpose of classroom teaching. The study of classroom questioning is of great practical significance in classroom teaching. Through the observation of classroom teaching and the interview of teaching teachers, this paper analyzes the actual state of teachers' questioning in classroom teaching from the point of view of effectiveness, as well as the teachers' understanding of questioning. In particular, teachers' understanding and reflection on effective questioning can find out what problems exist in effective questioning in classroom teaching, and then find out how to solve the problems, and put forward the corresponding strategies for effective questioning. The study found that there are some problems in classroom teaching: first, the teacher is not clear about the purpose of asking questions; second, the teacher is not prepared to ask questions; third, the teacher expects students to ask questions in the concept. But in the actual classroom teaching process, the students have few questions to ask. Fourthly, the teachers' understanding and understanding of effective questions are not deep and comprehensive enough, and they lack the overall design consciousness of effective questions. In order to really achieve effective questioning, teachers must use effective questioning strategies. They should: ask questions for a clear purpose; ask questions with careful preparation and careful design; and make good use of questioning, waiting to answer, answering, answering, feedback, and asking questions. Guide students to ask questions and other strategies; ask questions in time to reflect; ask questions to avoid some unnecessary questions.
【學位授予單位】：西北師范大學
【學位級別】：碩士
【學位授予年份】：2006
【分類號】：G424.21

【引證文獻】

相關(guān)碩士學位論文 前1條

1 黃鳳麗;對話理念下的高等數(shù)學教師課堂提問[D];廣西師范大學;2008年

本文編號：1665454