本文關(guān)鍵詞： 小學(xué)數(shù)學(xué)教師 課堂提問 有效性 策略　出處：《杭州師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：課堂提問在小學(xué)數(shù)學(xué)教學(xué)中扮演著非常重要的角色,教師有效課堂提問是教學(xué)對話的關(guān)鍵、有效教學(xué)的核心,提高課堂提問的有效性是小學(xué)數(shù)學(xué)教師適應(yīng)未來教育,促進(jìn)專業(yè)化發(fā)展的需要,同時,實(shí)際的課堂提問教學(xué)實(shí)踐中還存在許多問題,值得我們深入剖析。本文聚焦小學(xué)數(shù)學(xué)教師課堂提問的有效性研究,以對話教學(xué)理論、建構(gòu)主義學(xué)習(xí)理論、元認(rèn)知理論、小學(xué)生學(xué)習(xí)數(shù)學(xué)的思維與心理特點(diǎn)理論為指導(dǎo),通過文獻(xiàn)查閱、隨堂聽課、課堂實(shí)錄、問卷調(diào)查和教師訪談等方式收集數(shù)據(jù)和資料,并進(jìn)行統(tǒng)計和分析,總結(jié)出當(dāng)前小學(xué)數(shù)學(xué)教師課堂提問存在的問題,剖析問題背后的原因并提出相應(yīng)提高提問有效性的策略。本研究主要對十一位小學(xué)數(shù)學(xué)教師的課堂進(jìn)行聽課觀察和分析,隨堂聽課三十多節(jié),從中選取了兩節(jié)有代表性的課《三位數(shù)乘兩位數(shù)》和《單價數(shù)量總價的關(guān)系》進(jìn)行課例研究并對五位小學(xué)數(shù)學(xué)教師進(jìn)行了深度訪談。本研究在兩所小學(xué)進(jìn)行了八個班級的學(xué)生問卷和二十余位教師問卷的調(diào)查。收集的數(shù)據(jù)通過SPSS軟件進(jìn)行整理和分析。研究表明:小學(xué)數(shù)學(xué)教師在課堂提問中主要存在以下幾個問題:教師提問設(shè)計有待改善、教師提問后等待時間不足、教師挑選回答問題的形式不夠靈活、教師評價方式有待完善、課堂提問以教師提問為主。導(dǎo)致上述現(xiàn)象的原因主要是:教師教學(xué)理念不完善和教師職業(yè)素質(zhì)有待提高。最后,筆者探討了提高小學(xué)數(shù)學(xué)教師課堂提問有效性的策略:首先教師更新教學(xué)理念,提升素質(zhì);其次有效提問設(shè)計要有層次性、邏輯性、開放性,有效提問要使用合理的語言構(gòu)建清晰的問題、提問要面向全體、給予等待時間、改進(jìn)評價策略;最后要使用有效提問反思策略。
[Abstract]:Classroom questioning plays a very important role in primary school mathematics teaching. Effective classroom questioning is the key to teaching dialogue and the core of effective teaching. To improve the effectiveness of classroom questioning is the need for primary school mathematics teachers to adapt to the future education and promote professional development. At the same time, there are still many problems in the actual classroom questioning teaching practice. This paper focuses on the effectiveness of primary school mathematics teachers' classroom questioning, with dialogue teaching theory, constructivism learning theory, metacognitive theory. Under the guidance of the theory of thinking and psychological characteristics of primary school students' learning mathematics, data and data are collected and analyzed through literature review, lectures, classroom records, questionnaires and teachers' interviews. Summarize the problems existing in the classroom questioning of primary school mathematics teachers. Analyze the reasons behind the problem and put forward the corresponding strategies to improve the effectiveness of questioning. This study mainly focuses on the observation and analysis of 11 primary school mathematics teachers' lectures, with more than 30 sessions. Two representative classes < three digits multiplied by two digits > and < the relation of the total price of unit quantity] were selected to carry out a case study and in-depth interviews with five primary school mathematics teachers. This study carried out eight in two primary schools. A survey of students' questionnaires and more than 20 teachers' questionnaires was conducted in each class. The collected data were collected and analyzed by SPSS software. The results showed that:. There are the following problems in the classroom questioning of primary school mathematics teachers: the design of teachers' questions needs to be improved. The waiting time is not enough after teachers ask questions, the form of teachers choosing and answering questions is not flexible enough, and the evaluation methods of teachers need to be improved. The main causes of the above phenomenon are: teachers' teaching concept is imperfect and teachers' professional quality needs to be improved. Finally. The author discusses the strategies to improve the effectiveness of classroom questioning of primary school mathematics teachers: firstly, teachers renew their teaching concepts and improve their quality; Secondly, the design of effective questioning should be hierarchical, logical and open. The effective questioning should use reasonable language to construct clear questions, which should face the whole, give the waiting time and improve the evaluation strategy. Finally, we should use effective question reflection strategy.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.5

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本文編號：1467781