本文關(guān)鍵詞： 初中數(shù)學(xué) 專(zhuān)家型教師 新手型教師 課堂提問(wèn)　出處：《華中師范大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：為適應(yīng)新課改的新理念、新思想,課堂教學(xué)也隨之進(jìn)行了改革,但是課堂提問(wèn)仍是課堂教學(xué)中重要的一個(gè)環(huán)節(jié),是教師們經(jīng)常應(yīng)用的方法,是實(shí)現(xiàn)教學(xué)目標(biāo)的有效途徑之一。本文在查閱了大量文獻(xiàn)的基礎(chǔ)之上,設(shè)計(jì)了教師課堂提問(wèn)的調(diào)查問(wèn)卷及對(duì)課堂實(shí)例的觀察的維度：然后在此基礎(chǔ)上對(duì)專(zhuān)家型及新手型教師進(jìn)行了問(wèn)卷調(diào)查,利用SPSS軟件對(duì)調(diào)查問(wèn)卷的數(shù)據(jù)進(jìn)行了分析,發(fā)現(xiàn)了初中數(shù)學(xué)專(zhuān)家型與新手型教師在課堂提問(wèn)方面的不同之處,并對(duì)不同之處產(chǎn)生的原因進(jìn)行了分析；其次對(duì)初中數(shù)學(xué)專(zhuān)家型及新手型教師的課堂教學(xué)進(jìn)行了課堂提問(wèn)方面的觀察、記錄、分析,來(lái)驗(yàn)證上述得到的結(jié)論,進(jìn)一步發(fā)現(xiàn)其中的不同之處；最后得到對(duì)新手型教師在課堂提問(wèn)方面的有效建議。研究的主要結(jié)論有：1.專(zhuān)家型教師在備課時(shí)會(huì)精心進(jìn)行問(wèn)題設(shè)計(jì),備課時(shí),就會(huì)將要問(wèn)的問(wèn)題寫(xiě)在教案里,而不是像很多新手型教師那樣大體考慮何時(shí)問(wèn)和問(wèn)什么問(wèn)題。2.專(zhuān)家型教師對(duì)于高水平問(wèn)題的提問(wèn)次數(shù)與比例要比新手型教師高。3.專(zhuān)家型教師通常都會(huì)圍繞教學(xué)目標(biāo)來(lái)設(shè)計(jì)問(wèn)題,在重難點(diǎn)部分更是設(shè)計(jì)更大比例的問(wèn)題,而且在設(shè)計(jì)問(wèn)題過(guò)程中,通常會(huì)考慮到學(xué)生的認(rèn)知水平和“最近發(fā)展區(qū)”,新手型教師設(shè)計(jì)問(wèn)題盲目、隨意、課堂上臨時(shí)生成等。4.專(zhuān)家型教師善于利用小組合作這一教學(xué)手段來(lái)幫助學(xué)生解決較難的問(wèn)題,新手型教師往往想不到利用小組合作來(lái)解決較難的問(wèn)題,而自己直接說(shuō)出了答案。5.專(zhuān)家型通常都會(huì)在提出問(wèn)題之后,反思所提問(wèn)題是否有讓學(xué)生思考的價(jià)值,新手型教師則一般不會(huì)反思自己提出的問(wèn)題是否有讓學(xué)生思考的價(jià)值,而經(jīng)常提出一些類(lèi)似“對(duì)不對(duì)?”“會(huì)不會(huì)?”的假問(wèn)題。6.專(zhuān)家型教師在提出問(wèn)題之后,一般會(huì)留給學(xué)生足夠的思考時(shí)間,在選擇回答問(wèn)題的對(duì)象的時(shí)候,也會(huì)請(qǐng)沒(méi)有舉手的同學(xué)。新手型教師則比較急躁,提出問(wèn)題之后立刻讓學(xué)生回答,而不給其足夠的思考時(shí)間。在選擇回答問(wèn)題的對(duì)象的時(shí)候,一般選擇舉手的同學(xué)或者直接采用集體回答的方式。7.專(zhuān)家型教師在學(xué)生所答內(nèi)容完全不正確時(shí),會(huì)引導(dǎo)學(xué)生找到正確答案。新手型教師則會(huì)著急打斷學(xué)生說(shuō)的話(huà),并尋找下一個(gè)回答問(wèn)題的學(xué)生。8.當(dāng)學(xué)生所答內(nèi)容完全正確時(shí),專(zhuān)家型教師會(huì)“趁機(jī)”對(duì)其進(jìn)行表?yè)P(yáng),增強(qiáng)其自信心,拉近師生的距離,而新手型教師則會(huì)簡(jiǎn)單表?yè)P(yáng)或者完全忘記評(píng)價(jià),快速進(jìn)入下一個(gè)環(huán)節(jié)。9.專(zhuān)家型教師非常重視課堂提問(wèn)課后的反思,而新手型教師則不太重視課堂提問(wèn)的課后反思。對(duì)新手型教師的主要建議有：1.設(shè)計(jì)課堂提問(wèn)時(shí)要圍繞教學(xué)目標(biāo)來(lái)設(shè)計(jì),尤其在重難點(diǎn)部分,需要設(shè)置相應(yīng)的問(wèn)題,來(lái)突破重難點(diǎn)。問(wèn)題需要提前規(guī)劃好,不可在課堂上隨機(jī)產(chǎn)生。2.教師在設(shè)計(jì)課堂提問(wèn)時(shí)要考慮到學(xué)生的“最近發(fā)展區(qū)”和學(xué)生的認(rèn)知水平。3.學(xué)生在回答教師提出的較難問(wèn)題時(shí),可以組織學(xué)生進(jìn)行小組討論。4.教師在提出問(wèn)題以后,一定要反思提出的問(wèn)題是否有讓學(xué)生思考的價(jià)值,避免提出“假問(wèn)題”。5.教師在提出問(wèn)題之后,一定要根據(jù)自己學(xué)生的學(xué)情及問(wèn)題的難易程度,留給學(xué)生足夠的解決問(wèn)題的時(shí)間。6.選擇回答問(wèn)題的對(duì)象,大部分情況是舉手的學(xué)生,但是也要選擇少部分的不舉手的學(xué)生。選擇集體回答的頻率不可過(guò)高。7.當(dāng)學(xué)生回答問(wèn)題的答案與教師所期待的答案相差甚遠(yuǎn)時(shí),一定要讓學(xué)生將話(huà)說(shuō)完,然后教師再給予適當(dāng)提示幫助學(xué)生找到正確答案。8.當(dāng)學(xué)生回答問(wèn)題后,教師應(yīng)該給予簡(jiǎn)單表?yè)P(yáng),不可以著急進(jìn)行下一環(huán)節(jié)而忘了給予評(píng)價(jià)。9.加強(qiáng)課堂提問(wèn)后的反思,在反思的基礎(chǔ)上,增強(qiáng)自己的教學(xué)經(jīng)驗(yàn),總結(jié)其中的不足之處,讓自己進(jìn)步。
[Abstract]:In order to adapt to the new concept of the new curriculum ideas, classroom teaching was reformed, but an important part of the classroom questioning is in classroom teaching, teachers often use the method, is one of the effective ways to achieve the goal of teaching. On the basis of a large number of literature on the design of the investigation the questionnaire of teachers' classroom questioning and classroom observation for instance dimension: then based on expert and novice teachers conducted a questionnaire survey, using SPSS software to the questionnaire data analysis, found the number of junior high school science expert and novice teachers in the classroom questioning the differences and causes. The difference is analyzed; secondly to the junior middle school mathematics expert and novice teachers in the classroom teaching of classroom questioning the observation, record, analysis, to verify the obtained. Theory, further found that the differences of novice teachers; finally get the effective suggestions in classroom questioning aspects. The main conclusions of the study are: 1. expert teachers will carefully design problems, in preparing lessons, you will have to ask the question in writing lesson plans in, not as many novice teachers. Generally consider when asked and asked what.2. expert teachers usually focus on the teaching goal design problem for the high level of questions and the number of the proportion of teachers than novice teachers of high.3. experts, in the important and difficult part is to design a greater proportion of the problem, and in the design process, usually considering the students' cognitive level and "nearest development area", the design problem of the novice teacher is blind, random, temporary generation of.4. class expert teachers make good use of the cooperative teaching method To help students solve difficult problems, novice teachers often think of the team to solve difficult problems, and they speak directly answer.5. expert usually after putting forward the question, the question whether there is reflection to let students think about the value of the novice teachers are generally not reflect on their own problems whether to allow the students to think of the value, and often put forward some similar "right?" "would you?".6. expert false teachers after putting forward the question, the general will give students enough time to think, when a problem back in the choice of the object, also please do not have hands of novice students. The teacher is impatient, let the students answer questions immediately after, but do not give it enough time to think. Answer the question of the object in the selection, generally choose raised students or directly use the collective Answer.7. expert teachers in the students' answer is completely correct, will guide the students to find the correct answer. The novice teachers will be anxious to interrupt the students say, answer the questions and find the next student.8. when students have a content correctly, the expert teachers will "take" on the praise, enhance their self-confidence, to narrow the distance between teachers and students, novice teachers will completely forget the simple praise or evaluation, quickly enter the next link.9. expert teachers attach great importance to classroom questioning after class reflection, novice teachers pay little attention to the reflection after class classroom questioning. The main suggestions for novice teachers there are: 1. the design of classroom questioning should be based on the teaching objectives to design, especially in the important and difficult part, need to set up the corresponding problem, to break through the difficulties. Problems need to be planned in advance, not random in class .2. teachers should consider the students in the design of classroom questioning the "nearest Development Zone" and the cognitive level of students.3. students in answering the teacher proposed difficult problem, can organize students to teachers in the.4. group discussion questions, must reflect raises the question of whether there is to let the students think about the value of the proposed avoid ".5. teacher after putting forward the question, must be based on their students' learning situation and the difficulty of problem, object to the students enough time of solving problems.6. choose to answer questions, mostly for hand students, students do not raise their hands but also want to choose a small part of the collective choice of answer. The frequency is not too high when.7. answers and teachers and students to answer questions to answer far, must let students will finish, then the teacher to give appropriate tips to help students .8. students find the right answer when students answer questions, teachers should give simple praise, not anxious for the next step and forget to give.9. to strengthen the reflection and evaluation of classroom questioning after, on the basis of reflection, to enhance their teaching experience, summed up the deficiencies and make progress.

【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.6

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