本文選題：延邊二中 + 高中語文�。� 參考：《延邊大學》2015年碩士論文

【摘要】：問題是人類認識未知世界的驅動力,解決問題是學習活動的根本目的。在任何一門課程的課堂教學活動中,提問是一種必不可少的重要教學手段,也是老師與學生之間進行互動的有效方式。很多有經(jīng)驗的老師都善于運用課堂提問這種最普遍、最簡單的方式創(chuàng)設有利的教學情境,激發(fā)學生的學習興趣,引導學生的思維方式,訓練學生的思考能力。有效的課堂提問可以達到提高教學效率,優(yōu)化教學效果的目的。在當前的高中語文教學中,課堂提問也被廣大一線老師普遍運用于課堂教學實踐,很多老師為了提高課堂提問的實際效果,也進行了很多有益的嘗試,總結了一些寶貴的經(jīng)驗。但是,不可否認,當前的高中語文課堂教學中,課堂提問還存在著一些問題,比方說,提問存在著盲目性,問題的針對性不強,通常都是老師提問學生回答,提問方式簡單單一,缺乏創(chuàng)新等。這些問題的存在影響了最終的提問效果,沒有發(fā)揮出課堂提問在促進教學目標的實現(xiàn)和學生的全面發(fā)展方面的應用價值。因此,提高高中語文教學中課堂提問的有效性,最大程度的發(fā)揮課堂提問的應用價值,是一項值得研究的課題。本文對于延邊二中的語文課堂提問的有效性進行了深入的調查研究,主要目的在于發(fā)現(xiàn)該學校高中語文教學中課堂提問存在的主要問題,在相關理論的指導下,提出改善現(xiàn)狀,提高課堂提問有效性的對策建議。本文運用問卷調查法與訪談調查法相結合的方式,對于延邊二中的語文教學課堂提問現(xiàn)狀進行了全面調查,經(jīng)過分析得到以下研究結論：首先,通過對于延邊中學高中語文課堂提問的現(xiàn)狀調查發(fā)現(xiàn)其中存在的主要問題有：提問的問題太過復雜、問題缺乏針對性、課堂提問方式傳統(tǒng)落伍,教師提問多,對學生追問少、缺乏對于問題的評價環(huán)節(jié),無法對學生提問進行指導等。其次,分析了造成這延邊二中語文課堂提問現(xiàn)存問題的原因主要是老師和學生兩個方面,一方面教師對文本的解讀不細致、教師的心理學相關知識掌握不足、教師本身的學習意識和能力較弱；另一方面,學生配合課堂提問的主動性不強,參與課堂提問的程度較差。最后,針對當前延邊二中語文課堂提問現(xiàn)狀中存在的問題,結合當前高中語文教學實踐,在深入思考的基礎上,提出了改善現(xiàn)狀,提高課堂提問有效性的對策建議有：老師方面要正確理解把握語文學科特點,深入解讀文本,貫通知識體系,豐富語文教師的心理學知識,了解學生心理特征,也要強化學生的問題意識,提高學生對語文學習的興趣,讓學生做課堂的主體。
[Abstract]:Problems are the driving force for human beings to understand the unknown world, and problem-solving is the fundamental purpose of learning activities. In the classroom teaching activities of any course, questioning is an essential and important teaching means, and also an effective way of interaction between teachers and students. Many experienced teachers are good at using classroom questioning, which is the most common and the simplest way to create a favorable teaching situation, stimulate students' interest in learning, guide students' way of thinking, and train students' thinking ability. Effective classroom questioning can improve teaching efficiency and optimize teaching effect. In the current high school Chinese teaching, classroom questioning is also widely used by teachers in classroom teaching practice. In order to improve the actual effect of classroom questioning, many teachers have also made a lot of useful attempts and summed up some valuable experiences. However, it is undeniable that in the current high school Chinese classroom teaching, there are still some problems in classroom questioning. For example, the questions are blind, the pertinence of the questions is not strong, and it is usually the teachers who ask questions and students answer them. The way of asking questions is simple and simple, lack of innovation and so on. The existence of these problems affects the ultimate effect of questioning, and does not give full play to the practical value of classroom questioning in promoting the realization of teaching objectives and the overall development of students. Therefore, it is worth studying to improve the effectiveness of classroom questioning in high school Chinese teaching and to maximize the application value of classroom questioning. This article has carried on the thorough investigation and the research to the Yanbian second middle school Chinese classroom question validity, the main purpose is to discover the main question question in the high school high school Chinese teaching, under the guidance of the related theory, proposed to improve the present situation. Suggestions to improve the effectiveness of classroom questioning. This paper makes a comprehensive investigation on the present situation of Chinese teaching questions in Yanbian No. 2 Middle School by using the method of questionnaire and interview. The following conclusions are obtained through the analysis: first of all, Through the investigation of the current situation of Chinese classroom questioning in Yanbian Middle School, we find that the main problems are: the questions are too complex, the problems lack pertinence, the traditional way of classroom questioning is outdated, the teachers ask more questions, and the students are less asked. Lack of evaluation of the problem, unable to ask questions for students to guide. Secondly, this paper analyzes the causes of the existing problems in the Chinese classroom of Yanbian No. 2 Middle School. On the one hand, the teachers' understanding of the text is not detailed, and the teachers' psychological knowledge is inadequate. On the other hand, the initiative of students to cooperate with classroom questioning is not strong, and the degree of participation in classroom questioning is poor. Finally, in view of the problems existing in the present situation of Chinese classroom questioning in Yanbian No. 2 Middle School, combined with the current high school Chinese teaching practice, on the basis of in-depth thinking, the paper puts forward the improvement of the present situation. The countermeasures and suggestions to improve the effectiveness of classroom questioning are as follows: teachers should correctly understand and grasp the characteristics of Chinese subjects, deeply interpret the text, pass through the knowledge system, enrich the psychological knowledge of Chinese teachers, and understand the psychological characteristics of students. It is also necessary to strengthen the students' awareness of problems, enhance their interest in Chinese learning, and make students the main body of the class.
【學位授予單位】：延邊大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.3

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本文編號：1812681