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课堂提问的有效性及其策略研究

发布时间:2018-03-26 00:05

  本文选题:课堂提问 切入点:有效性 出处:《西北师范大学》2006年硕士论文


【摘要】: 课堂提问是课堂教学中的主要组成部分,是课堂教学目的得以实现的主要教学方法之一。提问作为课堂教学中教师所普遍运用的方法,在课堂教学中起着举足轻重的作用。研究课堂提问对于课堂教学具有十分重要的现实意义。 通过对课堂教学的观察以及对授课教师的访谈,从有效性的角度来了解和分析课堂教学中教师提问的实然状态,以及教师对于提问的理解,尤其是教师对有效提问的理解和反思,从中发现课堂教学中关于有效提问存在什么问题,进而找到解决问题的方法,提出有效提问的相应策略。 研究发现课堂教学中存在如下一些问题:第一,教师对于提问的目的不明确。第二,教师对于提问的准备不足。第三,教师在观念上希望学生能够提出问题,但在实际的课堂教学过程中,学生几乎没有问题可问。第四,教师对有效提问的认识和了解不够深刻和全面,缺乏有效提问的整体设计意识。 教师要真正实现有效提问,,就要运用有效的提问策略,应该做到:提问要有明确的提问目的;提问要认真准备、精心设计;提问中要运用好发问、候答、叫答、反馈、探问、引导学生提问等策略;提问要及时进行反思;提问中还要避免一些不必要的问题。
[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.
【学位授予单位】:西北师范大学
【学位级别】:硕士
【学位授予年份】:2006
【分类号】:G424.21

【引证文献】

相关硕士学位论文 前1条

1 黄凤丽;对话理念下的高等数学教师课堂提问[D];广西师范大学;2008年



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