發(fā)布時(shí)間：2018-03-26 00:05

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

【摘要】： 課堂提問(wèn)是課堂教學(xué)中的主要組成部分，是課堂教學(xué)目的得以實(shí)現(xiàn)的主要教學(xué)方法之一。提問(wèn)作為課堂教學(xué)中教師所普遍運(yùn)用的方法，在課堂教學(xué)中起著舉足輕重的作用。研究課堂提問(wèn)對(duì)于課堂教學(xué)具有十分重要的現(xiàn)實(shí)意義。 通過(guò)對(duì)課堂教學(xué)的觀察以及對(duì)授課教師的訪談，從有效性的角度來(lái)了解和分析課堂教學(xué)中教師提問(wèn)的實(shí)然狀態(tài)，以及教師對(duì)于提問(wèn)的理解，尤其是教師對(duì)有效提問(wèn)的理解和反思，從中發(fā)現(xiàn)課堂教學(xué)中關(guān)于有效提問(wèn)存在什么問(wèn)題，進(jìn)而找到解決問(wèn)題的方法，提出有效提問(wèn)的相應(yīng)策略。 研究發(fā)現(xiàn)課堂教學(xué)中存在如下一些問(wèn)題：第一，教師對(duì)于提問(wèn)的目的不明確。第二，教師對(duì)于提問(wèn)的準(zhǔn)備不足。第三，教師在觀念上希望學(xué)生能夠提出問(wèn)題，但在實(shí)際的課堂教學(xué)過(guò)程中，學(xué)生幾乎沒(méi)有問(wèn)題可問(wèn)。第四，教師對(duì)有效提問(wèn)的認(rèn)識(shí)和了解不夠深刻和全面，缺乏有效提問(wèn)的整體設(shè)計(jì)意識(shí)。 教師要真正實(shí)現(xiàn)有效提問(wèn)，，就要運(yùn)用有效的提問(wèn)策略，應(yīng)該做到：提問(wèn)要有明確的提問(wèn)目的；提問(wèn)要認(rèn)真準(zhǔn)備、精心設(shè)計(jì)；提問(wèn)中要運(yùn)用好發(fā)問(wèn)、候答、叫答、反饋、探問(wèn)、引導(dǎo)學(xué)生提問(wèn)等策略；提問(wèn)要及時(shí)進(jìn)行反思；提問(wèn)中還要避免一些不必要的問(wèn)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(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2006
【分類號(hào)】：G424.21

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

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

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