本文關(guān)鍵詞： 高中物理 概念教學(xué) 教師提問(wèn) 行為研究　出處：《南京師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：課堂提問(wèn)是物理概念教學(xué)中的重要組成部分。本研究在確定影響教師課堂提問(wèn)的因素的基礎(chǔ)上,編制了《高中物理教師課堂提問(wèn)行為量表》,用視頻分析法對(duì)全國(guó)物理教學(xué)名師賽中16節(jié)物理概念課進(jìn)行視頻觀察分析。內(nèi)容包括：教師課堂提問(wèn)中問(wèn)題數(shù)量、問(wèn)題類型、等待時(shí)間、應(yīng)答對(duì)象、教師反饋等。在此基礎(chǔ)上歸納總結(jié)了高中物理教師在概念課中提問(wèn)的特點(diǎn)和結(jié)論。1.教師不再只注重知識(shí)的識(shí)記,而開(kāi)始注重學(xué)生思維的發(fā)展,其中低認(rèn)知水平中“理解型”問(wèn)題較多,高認(rèn)知水平上的問(wèn)題中“應(yīng)用型”和“分析型”比例較高,但其中水平最高的兩類問(wèn)題“評(píng)價(jià)型”問(wèn)題和“創(chuàng)造型”問(wèn)題所占比例較低。2.教師針對(duì)物理概念課中不同教學(xué)環(huán)節(jié)的問(wèn)題類型設(shè)計(jì)具有一定規(guī)律。在概念引入階段“記憶型”問(wèn)題所占比例較大；在概念形成階段中更趨向于選擇“理解型”問(wèn)題；在概念鞏固應(yīng)用階段設(shè)計(jì)“應(yīng)用型”問(wèn)題更為常見(jiàn)。3.在等待時(shí)間方面發(fā)現(xiàn),隨著提問(wèn)的認(rèn)知水平的提高,教師平均等待時(shí)間也隨之增大。4.教師大部分還是選擇“個(gè)體”或“全體學(xué)生”回答提問(wèn),但在“創(chuàng)造型”問(wèn)題時(shí)教師選擇“小組代表”來(lái)回答問(wèn)題的概率更高,并得出問(wèn)題類型與應(yīng)答對(duì)象之間是顯著相關(guān)的結(jié)論。5.教師的反饋信息較為簡(jiǎn)單,但發(fā)現(xiàn)問(wèn)題類型的認(rèn)知水平越高,教師反饋就越趨于多樣化和復(fù)雜化。本文根據(jù)以上結(jié)論對(duì)高中物理教師概念課堂提問(wèn)行為提出如下建議：抓住重難點(diǎn),恰當(dāng)設(shè)計(jì)問(wèn)題類型；適度提問(wèn),控制等待時(shí)間；針對(duì)問(wèn)題類型,合理選擇應(yīng)答對(duì)象；優(yōu)化課堂提問(wèn),加強(qiáng)教師反饋的多樣性。
[Abstract]:Classroom questioning is an important part of physics concept teaching. The questionnaire of classroom questioning behavior of physics teachers in senior high school was compiled, and the video observation and analysis of 16 physics concept courses in the national physics teaching competition were carried out with the video analysis method. The contents included: the number of questions and the types of questions in the classroom. On the basis of this, the author summarizes the characteristics and conclusions of asking questions by high school physics teachers in concept class. 1. Instead of paying attention to the memorization of knowledge, teachers begin to pay attention to the development of students' thinking. Among them, there are more "comprehension" problems in low cognitive level, and a higher proportion of "applied" and "analytical" problems in high cognitive level. However, the proportion of "evaluative" problem and "creative" problem is relatively low. 2. The teacher has a certain rule for the design of problem types in different teaching links in physics concept class. The proportion of "memory type" problem is large; In the conceptual formation stage, it tends to choose the "understanding" problem, and in the concept consolidation and application stage, it is more common to design the "application" problem. 3. In the aspect of waiting time, it is found that, with the improvement of the cognitive level of the question, The average waiting time of teachers also increased .4.Most teachers chose "individual" or "all students" to answer questions, but when "creative" questions were asked, teachers were more likely to choose "group representatives" to answer questions. It is concluded that there is a significant correlation between question types and respondents. 5. The feedback information of teachers is relatively simple, but the higher the cognitive level of question types, the higher the cognitive level. According to the above conclusions, this paper puts forward the following suggestions on the behavior of high school physics teachers' conceptual classroom questioning: grasping the important and difficult points, properly designing the types of questions, asking questions appropriately, controlling the waiting time; According to the type of problem, we should choose the answering object reasonably, optimize the classroom questioning, and strengthen the diversity of teacher feedback.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.7

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本文編號(hào)：1540701