本文關(guān)鍵詞：初中數(shù)學(xué)新老教師概念課提問行為比較研究　出處：《杭州師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：提問是教學(xué)過程中教師與學(xué)生的溝通橋梁,是實現(xiàn)教學(xué)目標(biāo)的重要方式之一,對課堂教學(xué)有著不容小覷的影響。有效的課堂提問能夠提高課堂效率,啟發(fā)學(xué)生思考,使得學(xué)生在學(xué)習(xí)教學(xué)內(nèi)容的同時,能夠感悟數(shù)學(xué)思維的魅力。如何提高教師課堂提問的效率是許多研究者關(guān)注的問題。概念課是一種基本的數(shù)學(xué)課型,本研究通過分析課堂錄像,比較新老教師概念課提問行為的特征與差異,為新教師提高概念課提問能力提出建議。本研究通過文獻研究、錄像分析和咨詢一線教師與相關(guān)專家的方法,制定教師課堂提問行為的觀察量表。從四個維度研究教師課堂提問行為,將教師課堂提問行為分為十三種。選取代數(shù)、幾何與統(tǒng)計概念課三組新老教師共六人進行同課異構(gòu),將其課堂視頻進行實錄,把教師課堂提問行為進行編碼并錄入表格,并運用Excel和SPSS進行數(shù)據(jù)處理,比較分析新老教師在三種概念課堂的提問行為。結(jié)合以上研究與課堂觀察,分析新老教師在不同種概念課中的提問行為的特征和差異,歸納得出新老教師在概念課堂提問行為的總體差異。其差異如下:新教師課堂提問頻率偏高,學(xué)生思維受限;老教師更多應(yīng)用開放性提問;新老教師提問的認知水平存在差異;教師的追問行為與學(xué)生的應(yīng)答行為之間具有相關(guān)性。根據(jù)研究結(jié)論,為提高新教師概念課的提問能力提出以下建議:合理控制提問頻率,增加高效提問;在教學(xué)目標(biāo)指導(dǎo)下,優(yōu)化提問設(shè)計;關(guān)注開放性問題,合理設(shè)置問題認知水平;適當(dāng)使用追問,形成高效“問題鏈”。
[Abstract]:Questioning is a bridge between teachers and students in the process of teaching. It is one of the important ways to achieve the teaching objectives, which has an important impact on classroom teaching. Effective classroom questioning can improve classroom efficiency. Inspire students to think, so that students in the study of teaching content at the same time. How to improve the efficiency of teachers' classroom questioning is the concern of many researchers. Concept class is a basic mathematics class, this study through the analysis of classroom video. This paper compares the characteristics and differences of questioning behavior between new and old teachers, and puts forward some suggestions for new teachers to improve their ability to ask questions. This study is based on literature research, video analysis and the methods of consulting front-line teachers and related experts. To formulate the observation scale of teachers' classroom questioning behavior. To study teachers' classroom questioning behavior from four dimensions, and divide teachers' classroom questioning behavior into 13 categories. Select algebra. Three groups of new and old teachers in Geometry and Statistical Concepts class are divided into six groups. The classroom video is recorded and the teachers' questioning behavior is encoded and recorded in the form. Using Excel and SPSS to process the data, this paper compares and analyzes the new and old teachers' questioning behavior in the three kinds of concept classroom, combined with the above research and classroom observation. This paper analyzes the characteristics and differences of new and old teachers' questioning behavior in different concept classes, and concludes the overall differences of new and old teachers' questioning behavior in concept classes. The differences are as follows: the new teachers' questioning frequency is on the high side. The students' thinking is limited; Older teachers use more open questions; The cognitive level of new and old teachers asking questions is different; According to the conclusion of the research, the following suggestions are put forward to improve the questioning ability of the new teacher concept lesson: to control the frequency of questioning reasonably, and to increase the efficient questioning; Under the instruction of teaching goal, optimize the design of questioning; Pay attention to the open problem and set up the cognitive level of the problem reasonably; Proper use of questioning to form an efficient "problem chain".
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

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本文編號：1405530