本文選題：有效　切入點：課堂提問　出處：《遼寧師范大學(xué)》2009年碩士論文

【摘要】： 有效的課堂提問能促進學(xué)生思維的發(fā)展、調(diào)動學(xué)生學(xué)習(xí)積極性。本人在長期的課堂觀察中,發(fā)現(xiàn)教師的課堂提問大多是無效的甚至低效的。記憶性,重復(fù)性的問題充斥著課堂。也就是說教師提問行為表現(xiàn)不足以達(dá)到應(yīng)有的價值。因此,提高教師課堂提問行為尤為迫切。如何提高教師課堂提問教學(xué)行為呢?本文首先使用課堂觀察和對教師訪談的研究方法,分析教師有效課堂提問行為的構(gòu)成要素,建立有效課堂提問行為編碼系統(tǒng)。然后,再通過訪談優(yōu)秀教師,了解影響教師有效提問行為形成的因素。最后,使用行動研究的方法制定培養(yǎng)策略。 全文共五章。第一章是問題的提出,在這一章節(jié),主要介紹筆者選“教師有效提問教學(xué)行為及培養(yǎng)策略”作為研究課題的原因,以及查閱的國內(nèi)外有關(guān)課堂提問的文獻,并指出做此課題研究有哪些實際和理論方面的價值。此外,這一章節(jié)也包括了研究本課題的思路和方法。在第二章,首先通過收集信息來確定教師有效課堂提問行為的構(gòu)成因素,然后對構(gòu)成因素進行編碼、建立觀察教師課堂提問行為的編碼系統(tǒng)。在第三章將編碼系統(tǒng)應(yīng)用于實踐。一是為了完善編碼系統(tǒng),二是為了判斷好的課堂提問行為需要達(dá)到什么標(biāo)準(zhǔn)。實踐研究以兩個應(yīng)用案例來說明。應(yīng)用一:“同課異構(gòu)”檢驗差異性。應(yīng)用二:案例分析判斷有效性。在實踐應(yīng)用案例分析后,獲得改善我們新課程改革下的教師課堂提問行為的的啟示。在第四章,筆者通過對優(yōu)質(zhì)課獲獎教師訪談,分析教師有效課堂提問行為的形成因素——外部因素和內(nèi)部因素。本文的第五章重點是培養(yǎng)教師有效課堂提問行為的兩種策略,分別是專家培訓(xùn)策略和互助式自學(xué)策略。
[Abstract]:Effective classroom questioning can promote the development of students' thinking and arouse students' learning enthusiasm. In my long-term classroom observation, I found that teachers' classroom questioning is mostly ineffective or even inefficient. Repetitive questions fill the classroom. That is to say, the performance of teachers' questioning behavior is not enough to achieve their due value. Therefore, it is urgent to improve teachers' classroom questioning behavior. How to improve teachers' classroom questioning teaching behavior? In this paper, the author first analyzes the elements of effective classroom questioning behavior by using the methods of classroom observation and teacher interview, and establishes an effective classroom questioning behavior coding system. To understand the factors that affect teachers' effective questioning behavior. Finally, to formulate training strategies by using action research methods. There are five chapters in this paper. The first chapter is the question. In this chapter, the author mainly introduces the reasons why the author chooses "teacher's effective questioning teaching behavior and training strategy" as the research topic, and the literature about classroom questioning at home and abroad. It also points out the practical and theoretical value of doing this research. In addition, this chapter also includes the ideas and methods of studying this subject. First of all, by collecting information to determine the constituent factors of teachers' effective classroom questioning behavior, and then coding the constituent factors. To establish a coding system to observe teachers' questioning behavior. In Chapter 3, the coding system is applied to practice. One is to perfect the coding system. The second is to judge what standard a good classroom questioning behavior needs to meet. The practical research is illustrated by two application cases. Application one: "isomerism of the same class" test difference; application two: case analysis judgment validity. In practice. After applying the case study, In the fourth chapter, the author interviews the award-winning teachers in high quality classes. The fifth chapter focuses on the two strategies of cultivating effective classroom questioning behavior of teachers, namely, expert training strategy and mutual help self-study strategy.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：G420

【引證文獻】

相關(guān)碩士學(xué)位論文 前10條

1 郝安利;幼兒教師教育觀念與教育行為關(guān)系之個案研究[D];西南大學(xué);2011年

2 劉蕾;初中英語課堂“問而不答”現(xiàn)象的調(diào)查研究[D];華東師范大學(xué);2011年

3 柳曉丹;優(yōu)秀數(shù)學(xué)教師的課堂提問研究[D];華東師范大學(xué);2011年

4 嚴(yán)玲玲;新課程背景下初中教師課堂有效教學(xué)行為研究[D];延邊大學(xué);2011年

5 丁凡;小語教師提問技能調(diào)研[D];華中師范大學(xué);2011年

6 牛軍銳;課堂觀察在農(nóng)村高中生物教學(xué)中的實踐途徑和效果比較[D];蘇州大學(xué);2011年

7 魯海燕;思想政治課課堂提問設(shè)計研究[D];東北師范大學(xué);2011年

8 王繼群;中學(xué)物理教學(xué)中教師有效提問設(shè)計的實踐研究[D];東北師范大學(xué);2011年

9 張福利;建立高中生物課堂教學(xué)“問題鏈”架構(gòu)[D];河北師范大學(xué);2011年

10 張東紅;初中語文閱讀教學(xué)教師有效提問設(shè)計研究[D];河北師范大學(xué);2012年

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