本文選題：問題意識 + 問題設(shè)計��； 參考：《魯東大學(xué)》2015年碩士論文

【摘要】：提出問題是創(chuàng)新的源泉，是學(xué)生有效學(xué)習(xí)的重要組成部分，是學(xué)生創(chuàng)造性解決問題的基礎(chǔ)，同時也是教學(xué)活動的起點和歸宿，這就要求學(xué)生具備問題意識。在這樣的教育背景下，為培養(yǎng)學(xué)生的創(chuàng)造性，有意識地培養(yǎng)學(xué)生的問題意識就顯得尤其重要。培養(yǎng)學(xué)生問題意識最直接、最有效的方法就是激發(fā)學(xué)生思維，讓學(xué)生“思接千載，視通萬里”，建立學(xué)習(xí)者勤于思考、善于思考，特別是獨立思考的思維品質(zhì)，教師對問題的設(shè)計直接影響學(xué)生的思維，通過良好的問題激發(fā)學(xué)生思維，培養(yǎng)學(xué)生問題意識。 在課堂教學(xué)中師生交流的主要方式是提問，在初中數(shù)學(xué)課堂教學(xué)中師生常使用問題或問題鏈組織教學(xué)，問題的類型和質(zhì)量決定是否有助于激發(fā)學(xué)生思維，也就決定是否有利于培養(yǎng)學(xué)生的問題意識�；诖吮疚闹饕M行如下研究： 第一，整理和總結(jié)與問題類型、問題設(shè)計、問題意識相關(guān)的已有研究。 第二，培養(yǎng)學(xué)生問題意識的理論基礎(chǔ)。問題意識的培養(yǎng)主要在于激發(fā)學(xué)生思維，什么類型的問題能夠激發(fā)學(xué)生的思維成為研究要點，，通過整理得出問題的設(shè)計包含建構(gòu)性、人本性、最近發(fā)展區(qū)和再創(chuàng)造能夠激發(fā)學(xué)生思維，培養(yǎng)學(xué)生的問題意識，以此理論為后面培養(yǎng)學(xué)生問題意識的策略研究提供支撐和指導(dǎo)。 第三，利用量與質(zhì)相結(jié)合的研究方法，分析公開課和日常課堂教學(xué)中教師問題設(shè)計對培養(yǎng)學(xué)生問題意識的狀況，其中日常課堂教學(xué)中涵蓋新授課和習(xí)題課兩種常見課型。量研究的是問題數(shù)量，分析整堂課教師各問題類型的數(shù)量；質(zhì)針對的是課堂教學(xué)中的片段，以核心問題及其生成的子問題為研究對象，分析教師的核心問題設(shè)計及生成的子問題是否有利于培養(yǎng)學(xué)生的問題意識。 第四，研究問題設(shè)計中學(xué)生問題意識的培養(yǎng)策略。以研究的理論基礎(chǔ)為邏輯起點，以分析教師問題設(shè)計對學(xué)生問題意識培養(yǎng)的現(xiàn)狀為依據(jù)，探究以問題設(shè)計來培養(yǎng)和發(fā)展學(xué)生問題意識的有效機制。通過建構(gòu)性的問題設(shè)計、人本性的問題設(shè)計、最近發(fā)展區(qū)的問題設(shè)計、再創(chuàng)造的問題設(shè)計來培養(yǎng)學(xué)生的問題意識。
[Abstract]:The problem is the source of innovation, an important part of the students' effective learning, the foundation for the students to solve the problem creatively, and the starting point and destination of the teaching activities. This requires the students to have the problem consciousness. In this educational background, it appears that the students' creativity and consciousness of the students' problem consciousness are consciously cultivated. It is especially important. The most direct and effective way to cultivate students' problem consciousness is to stimulate students' thinking, let students "think about thousands of loads, see through thousands of miles", set up the thinking quality of the learner, think well, especially independent thinking. The design of the teacher directly affects the thinking of the students and stimulates the students' thinking through good problems. Dimension, cultivate student's problem consciousness.
In the classroom teaching, the main way to communicate between teachers and students is to ask questions. In the middle school mathematics classroom teaching, teachers and students often use problems or chain of problems to organize teaching. The type and quality of the problem determines whether it helps to stimulate students' thinking, and determines whether it is conducive to the cultivation of students' problem consciousness. Based on this paper, the main research is as follows:
First, sort out and summarize existing studies related to problem types, problem design, and problem awareness.
Second, to cultivate the theoretical basis of students' problem consciousness. The cultivation of problem consciousness mainly lies in stimulating students' thinking. What types of problems can stimulate students' thinking to become the main points of research; through sorting out the problems are designed to include constructivism, human nature, the recent development zone and re creation can stimulate students' thinking and cultivate students' problems. Consciousness, this theory provides support and guidance for Strategy Research on cultivating students' problem consciousness later.
Third, using the method of combining quantity and quality, this paper analyzes the situation of teacher problem design in public class and daily classroom teaching to train students' problem consciousness. In the daily classroom teaching, it covers two kinds of common classes of new teaching and exercise class. It is the segment in the classroom teaching, which takes the core issue and the subproblems generated as the research object, and analyzes whether the problem of the design and generation of the core questions of the teacher is conducive to the cultivation of students' problem consciousness.
Fourth, study the problem design of the middle school students' problem consciousness training strategy. Based on the theoretical basis of the research, this paper analyzes the current situation of teacher problem design for students' problem consciousness training, and explores the effective mechanism to train and develop students' problem consciousness by problem design. Through constructive problem design, human nature problem Design, design of the latest development area, and design of re creation to train students' sense of problem.

【學(xué)位授予單位】：魯東大學(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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