本文關(guān)鍵詞： 幼兒園教學(xué) 集體教學(xué) 教師提問(wèn)　出處：《學(xué)前教育研究》2011年02期 　論文類型：期刊論文

【摘要】：本研究對(duì)觀察記錄的26個(gè)集體教學(xué)活動(dòng)中來(lái)自教師的1453個(gè)提問(wèn)進(jìn)行分析,發(fā)現(xiàn)當(dāng)前集體教學(xué)中,教師的提問(wèn)多限于低水平的認(rèn)知類問(wèn)題,其主要目的是傳授知識(shí)和技能;教師的提問(wèn)通常不能面向全體幼兒,有20%左右的幼兒從來(lái)未被教師提問(wèn),教師更傾向?qū)δ芰^強(qiáng)、性格活潑的幼兒提問(wèn);在提出問(wèn)題后,教師雖有等候意識(shí),但實(shí)際給予幼兒思考的時(shí)間都十分短暫,通常在1秒左右;幼兒的回答方式以個(gè)別作答、集體齊答、自由回答為主,而少有討論后匯報(bào)的方式;當(dāng)幼兒回答正確時(shí),教師會(huì)表層化地追問(wèn),而當(dāng)幼兒回答不正確、不完整或未回答時(shí),教師多采用重述、簡(jiǎn)單否定、自己代答等方式;教師提問(wèn)的有效性普遍不高,要么不能引導(dǎo)幼兒思維,要么不能抓住關(guān)鍵問(wèn)題,要么與幼兒經(jīng)驗(yàn)不符。為改變這種低效或無(wú)效的提問(wèn)現(xiàn)狀,教師需要根據(jù)教學(xué)內(nèi)容、幼兒已有經(jīng)驗(yàn)水平、幼兒發(fā)展的興趣與需要精心設(shè)計(jì)提問(wèn),全面考慮問(wèn)題的類型與難度、給予幼兒思考的時(shí)間、允許幼兒回答的方式以及教師自己的應(yīng)答方式,使提問(wèn)真正發(fā)揮促進(jìn)幼兒思維與發(fā)展的作用,提高整個(gè)教學(xué)活動(dòng)設(shè)計(jì)與實(shí)施的水平。
[Abstract]:1453 from the teachers' questions in this study to observe the record of the 26 collective teaching activities for the analysis, found that the current collective teaching, the teachers' questions are limited to the cognitive problems of low level, its main purpose is to impart knowledge and skills; teacher's questions are not open to all children, about 20% of the children had never by asking questions of teachers, teachers tend to ability, children's lively personality questions; in questions, teachers have to wait for awareness, but actually to give children time to think are very short, usually in about one second; young children's answer to the individual answer, answer answer together, free, and fewer discuss and report the way; when the child's answer is correct, the teacher will surface to ask, when the child's answer is incorrect, incomplete or not answer when the teacher uses the restatement, simple negation, their answer etc.; Generally not high effective teacher questioning, either can not guide children's thinking, or can not seize the key issues, either and children experience inconsistent. To change this situation by inefficient or ineffective, need teachers according to the teaching content of children's experience level, the development of children's interest and need to be carefully designed questions, to fully consider the type and degree of difficulty the problem, to give children time to think, response mode allows children to answer and teachers themselves, to promote children's thinking and questioning really play a role in development, improve the design and implementation of the teaching activity level.

【作者單位】： 浙江師范大學(xué)杭州幼兒師范學(xué)院;
【基金】：教育部2010年度人文社會(huì)科學(xué)研究一般項(xiàng)目“幼兒園集體教學(xué)活動(dòng)有效性研究”(項(xiàng)目編號(hào):10YJA880131)的階段性研究成果
【分類號(hào)】：G612
【正文快照】： 一、問(wèn)題提出提問(wèn)是教學(xué)活動(dòng)中最直接、最常用的一種師幼互動(dòng)交流方式。在當(dāng)前我國(guó)幼兒園教學(xué)中,教師提問(wèn)仍然是教學(xué)活動(dòng)中重要的教學(xué)環(huán)節(jié)。教師提問(wèn)的質(zhì)量直接影響幼兒對(duì)活動(dòng)的興趣,也直接關(guān)系到教學(xué)活動(dòng)的效果。本研究希望通過(guò)現(xiàn)場(chǎng)觀察記錄,在客觀分析當(dāng)前幼兒園集體教學(xué)活

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本文編號(hào)：1472530