【摘要】：課堂提問是課堂教學(xué)中十分重要的部分,它將教師、學(xué)生、教材有效地結(jié)合在了一起,課堂提問的成功與否關(guān)系著一節(jié)課的課堂效率,然而當(dāng)前我國小學(xué)數(shù)學(xué)課堂提問還存在著諸多問題,課堂提問達(dá)不到預(yù)期的效果,這種狀況也引起了一線教師及教育研究人員的高度重視,許多學(xué)者和教師就課堂提問策略問題開展了深入研究,并提出了自己的觀點。然而,就筆者看來,目前小學(xué)數(shù)學(xué)課堂中提問的實效性不高的問題并沒有很好地解決,這也直接阻礙數(shù)學(xué)課堂教學(xué)的質(zhì)量的提升,因而,在新課改背景下探討小學(xué)數(shù)學(xué)課堂提問問題,是非常有必要的。本文是關(guān)于小學(xué)數(shù)學(xué)課堂教學(xué)中課堂提問策略的專題研究。筆者選擇所工作的鄭州市東三馬路小學(xué)為研究的樣本單位,主要采取學(xué)生問卷、教師訪談及隨堂觀察等調(diào)查方法,揭示出當(dāng)前小學(xué)數(shù)學(xué)課堂提問中遇到的問題,并分析了出現(xiàn)這些問題的原因,在此基礎(chǔ)上初步給出了提高小學(xué)數(shù)學(xué)課堂提問有效性的策略與建議,希望藉此研究為廣大教師的教學(xué)改進(jìn)提供有益的借鑒與幫助。本文共分四部分:第一部分為導(dǎo)論,闡明了本文寫作的原因、研究的目的和研究的意義、寫作的基本思路和方法,并對現(xiàn)有的研究成果進(jìn)行了梳理和綜述。第二部分對小學(xué)數(shù)學(xué)課堂提問的現(xiàn)狀進(jìn)行調(diào)查,選取鄭州市某小學(xué)為調(diào)查對象,通過學(xué)生問卷、教師訪談和課堂觀察等方式,對當(dāng)前小學(xué)數(shù)學(xué)課堂提問的現(xiàn)狀進(jìn)行了較全面的考察和描述。第三部分在充分了解小學(xué)數(shù)學(xué)課堂提問現(xiàn)狀的基礎(chǔ)上對存在的問題進(jìn)行了總結(jié)歸納,對問題形成的原因進(jìn)行了初步分析。第四部分對提高小學(xué)數(shù)學(xué)課堂提問有效性的策略進(jìn)行了探討。筆者認(rèn)為,要提高小學(xué)數(shù)學(xué)課堂提問的有效性,可以采取以下幾種措施:明確課堂提問的目的性;注重問題設(shè)計的創(chuàng)造性;把握問題認(rèn)知的層次性;注意提問范圍的廣泛性。
[Abstract]:Classroom questioning is a very important part of classroom teaching. It combines teachers, students and textbooks effectively. The success of classroom questioning is related to the classroom efficiency of a class. However, at present, there are still many problems in the mathematics classroom questioning in primary schools in our country. The classroom questions cannot achieve the expected effect. This situation has also aroused the high attention of teachers and educational researchers. Many scholars and teachers have carried out in-depth research on classroom questioning strategies and put forward their own views. However, as far as the author is concerned, the problem of low effectiveness of asking questions in primary school mathematics classroom is not well solved, which directly hinders the improvement of the quality of mathematics classroom teaching. It is necessary to probe into the questions in primary school mathematics class under the background of new curriculum reform. This paper is a thematic study on classroom questioning strategies in primary school mathematics classroom teaching. The author chooses Dongsanlu Primary School in Zhengzhou City as the sample unit of the study, and mainly adopts the methods of student questionnaire, teacher interview and observation with the class to reveal the problems encountered in the mathematics classroom questioning in primary schools at present. Based on the analysis of the causes of these problems, this paper gives some suggestions and strategies to improve the effectiveness of primary school mathematics classroom questioning, hoping that the research can provide useful reference and help for teachers' teaching improvement. This paper is divided into four parts: the first part is the introduction, which clarifies the reasons, the purpose and significance of the research, the basic ideas and methods of writing, and summarizes the existing research results. The second part investigates the present situation of mathematics classroom questioning in primary school, and selects a primary school in Zhengzhou as the object of investigation, through student questionnaire, teacher interview and classroom observation, etc. This paper makes a comprehensive investigation and description of the present situation of primary school mathematics classroom questioning. The third part summarizes the existing problems on the basis of fully understanding the present situation of primary school mathematics classroom questioning, and makes a preliminary analysis of the reasons for the formation of the problems. The fourth part discusses the strategies to improve the effectiveness of primary school mathematics classroom questioning. The author believes that in order to improve the effectiveness of primary school mathematics classroom questioning, the following measures can be taken: to clarify the purpose of classroom questioning; to pay attention to the creativity of question design; to grasp the hierarchy of question cognition; and to pay attention to the wide range of questions.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.5

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