高中物理課堂提問有效性的現(xiàn)狀調(diào)查及對策研究
發(fā)布時間：2018-09-04 05:54
【摘要】：我國新一輪的課程改革強調(diào),要突出學生在課堂中的主體地位,在教學過程中教師要注重與學生的互動交流,達到教師與學生共同發(fā)展。在平時的教學過程中課堂提問是教師與學生進行互動的基本方式。高效的課堂提問不僅能激發(fā)學生學習的積極性、活躍課堂氣氛,還對實現(xiàn)教學目標有幫助,所以課堂提問在教學工作中的作用是不容忽視的。課堂提問的有效性對課堂教學的效果起著制約作用,現(xiàn)如今我國大部分的中學物理課堂上都存在著低效甚至是無效的提問,因此對高中物理課堂提問有效性的現(xiàn)狀調(diào)查及對策研究具有實質(zhì)性的意義。撰寫論文前期,本人閱讀了大量的參考文獻,從中提取了有價值的部分,并對整理出的資源歸納分類,初步洞悉了當前我國和其他國家對課堂提問的探究深度,得出了課堂提問有效性的定義和理論基礎(chǔ)。以所獲取的信息為基礎(chǔ),制成了“高中物理課堂提問有效性的評價標準”,并以此為依據(jù),對本人所實習的新疆昌吉州第二中學的物理教師和學生進行了有關(guān)高中物理課堂提問現(xiàn)狀的問卷調(diào)查。本論文主要通過觀看課堂實際教學、教師填寫相關(guān)問卷以及學生填寫相關(guān)問卷來匯集信息。通過對所匯集的信息的加工處理,得出目前高中物理課堂上提問的有效性的現(xiàn)況。調(diào)查的結(jié)果顯示,目前高中物理課堂提問有效性差的原因主要有以下5個方面：(1)物理課堂上學生的主動性差；(2)教師忽略了課堂提問時的語氣和態(tài)度；(3)部分教師對學生的回答不能及時評價作出反饋；(4)部分教師對課堂提問不夠重視；(5)教師對課堂提問的有效性認識不夠。針對以上出現(xiàn)的這些問題,筆者通分析研究,提出以下策略：1、使教學評價模式變得多樣化2、調(diào)整物理教學課時3、教師應(yīng)通過多途徑學習教育教學知識4、掌握有效物理課堂提問的技能(1)提問要有目的性(2)提問要有合理性(3)提問要抓住恰當?shù)臅r機(4)問題要面向每一個學生(5)教師對提問要做出恰當?shù)姆答佋谔岢鱿嚓P(guān)策略后,本人又選取了高中物理優(yōu)秀教案中的一節(jié)內(nèi)容作為案例,根據(jù)“課堂提問有效性的評價標準”,對該節(jié)教案中課堂提問的部分進行了分析,并與實際的物理課堂上的提問情況進行了對比。在本文的最后一部分,本人總結(jié)了本研究的結(jié)果以及研究中的不足。
[Abstract]:In the new round of curriculum reform in our country, we should stress the main position of the students in the classroom, and pay attention to the interactive communication with the students in the process of teaching so as to achieve the common development between the teachers and the students. In the normal teaching process, classroom questioning is the basic way for teachers to interact with students. Efficient classroom questioning can not only stimulate the enthusiasm of students to learn, active classroom atmosphere, but also help to achieve the teaching goals, so the role of classroom questioning in teaching work can not be ignored. The effectiveness of classroom questioning restricts the effectiveness of classroom teaching. Nowadays, there are inefficient or even invalid questions in most middle school physics classes in our country. Therefore, the investigation of the effectiveness of high school physics classroom questioning and the research of countermeasures have substantial significance. In the early stage of writing the thesis, I read a lot of references, extracted some valuable parts, summarized and classified the resources, and preliminarily understood the inquiry depth of classroom questioning in our country and other countries. The definition and theoretical basis of the effectiveness of classroom questioning are obtained. Based on the information obtained, the evaluation criteria for the effectiveness of questioning in senior high school physics classroom are developed. The physics teachers and students of the second Middle School in Changji Prefecture, Xinjiang, were investigated with a questionnaire about the present situation of questioning in physics classroom. This paper gathers information by watching classroom teaching, teachers filling out relevant questionnaires and students filling out relevant questionnaires. By processing the collected information, the present situation of the validity of questioning in physics classroom is obtained. The results of the investigation show that the main reasons for the poor effectiveness of questioning in senior high school physics classroom are as follows: (1) the students' initiative in the physics classroom is poor; (2) the teacher neglects the tone and attitude of questioning in the classroom; (3) some teachers can not give feedback on students' responses in time; (4) some teachers do not pay enough attention to classroom questions; (5) teachers do not have enough understanding of the validity of classroom questions. In view of the above problems, the author makes a general analysis. This paper puts forward the following strategies: 1: 1, make the teaching evaluation mode become diversified 2, adjust the teaching time of physics teaching 3, teachers should learn the teaching knowledge of education through many ways, master the skills of asking questions in effective physics classroom (1) ask questions with purpose (2) put forward. Questions should be reasonable (3) questions should be taken at the right time (4) questions should be addressed to every student (5) teachers should give appropriate feedback on questions and after putting forward relevant strategies, I also selected a section of high school physics excellent teaching plan as a case, according to "the effectiveness of classroom questioning evaluation criteria", the section of the teaching plan of the classroom questioning part of the analysis, And compared with the actual physics classroom questioning situation. In the last part of this paper, I summarize the results of this study and the shortcomings of the study.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.7
本文編號：2221207
[Abstract]:In the new round of curriculum reform in our country, we should stress the main position of the students in the classroom, and pay attention to the interactive communication with the students in the process of teaching so as to achieve the common development between the teachers and the students. In the normal teaching process, classroom questioning is the basic way for teachers to interact with students. Efficient classroom questioning can not only stimulate the enthusiasm of students to learn, active classroom atmosphere, but also help to achieve the teaching goals, so the role of classroom questioning in teaching work can not be ignored. The effectiveness of classroom questioning restricts the effectiveness of classroom teaching. Nowadays, there are inefficient or even invalid questions in most middle school physics classes in our country. Therefore, the investigation of the effectiveness of high school physics classroom questioning and the research of countermeasures have substantial significance. In the early stage of writing the thesis, I read a lot of references, extracted some valuable parts, summarized and classified the resources, and preliminarily understood the inquiry depth of classroom questioning in our country and other countries. The definition and theoretical basis of the effectiveness of classroom questioning are obtained. Based on the information obtained, the evaluation criteria for the effectiveness of questioning in senior high school physics classroom are developed. The physics teachers and students of the second Middle School in Changji Prefecture, Xinjiang, were investigated with a questionnaire about the present situation of questioning in physics classroom. This paper gathers information by watching classroom teaching, teachers filling out relevant questionnaires and students filling out relevant questionnaires. By processing the collected information, the present situation of the validity of questioning in physics classroom is obtained. The results of the investigation show that the main reasons for the poor effectiveness of questioning in senior high school physics classroom are as follows: (1) the students' initiative in the physics classroom is poor; (2) the teacher neglects the tone and attitude of questioning in the classroom; (3) some teachers can not give feedback on students' responses in time; (4) some teachers do not pay enough attention to classroom questions; (5) teachers do not have enough understanding of the validity of classroom questions. In view of the above problems, the author makes a general analysis. This paper puts forward the following strategies: 1: 1, make the teaching evaluation mode become diversified 2, adjust the teaching time of physics teaching 3, teachers should learn the teaching knowledge of education through many ways, master the skills of asking questions in effective physics classroom (1) ask questions with purpose (2) put forward. Questions should be reasonable (3) questions should be taken at the right time (4) questions should be addressed to every student (5) teachers should give appropriate feedback on questions and after putting forward relevant strategies, I also selected a section of high school physics excellent teaching plan as a case, according to "the effectiveness of classroom questioning evaluation criteria", the section of the teaching plan of the classroom questioning part of the analysis, And compared with the actual physics classroom questioning situation. In the last part of this paper, I summarize the results of this study and the shortcomings of the study.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.7
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相關(guān)期刊論文 前8條
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，本文編號：2221207
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