發(fā)布時間：2018-01-08 01:12

  本文關鍵詞：初中數(shù)學課堂提問有效性研究　出處：《東北師范大學》2012年碩士論文　論文類型：學位論文

  更多相關文章： 初中數(shù)學 課堂提問 有效性

【摘要】：伴隨著新課程改革的新理念和新思想，課堂教學也發(fā)生了翻天覆地的變化。但課堂提問仍是教學的重要環(huán)節(jié)。西方學者德加默曾提出這樣一個觀點：“提問得好即教得好”。這就是說課堂提問，是智力因素和非智力因素的調(diào)動行為。如果運用得當，對于鞏固學生知識、啟發(fā)學生思維、開發(fā)學生潛能、培養(yǎng)學生素質(zhì)都有重要的作用。課堂提問的有效性，就成為一個值得研究的問題。 本人根據(jù)新課改要求，對初中數(shù)學課堂提問有效性進行研究。通過查閱有關課堂提問的教學理論及近年提問有效性研究成果，在理論上對提問有效性加以認識。隨后深入課堂了解初中課堂提問現(xiàn)狀及問題，并結合理論親自實踐，在真實教學中總結經(jīng)驗，提煉有價值的教學研究成果及教學建議。我認為初中數(shù)學課堂提問有效性涉及三方面，即提問的主體教師，提問的受體學生，和聯(lián)系兩者的紐帶所提問題。從這三方面入手研究，并提出初中數(shù)學課堂提問有效性教學建議。即從課堂提問的“量”、“度”、面向全體又體現(xiàn)不同層次、以及學生作答后教師的反饋等方面判斷提問的有效性。教師要針對自己的學生特點和課堂需要厚積薄發(fā)，巧妙設計，讓課堂中的提問發(fā)揮其最大的有效性，，從而實現(xiàn)真正意義的課堂高效，為學生的的發(fā)展奠定基礎，為他們插上翱翔的雙翅。
[Abstract]:With the new ideas and new ideas of the new curriculum reform, classroom teaching has also undergone a change. But turn the world upside down an important part of classroom questioning is teaching. Degama western scholars had made such a point of view: "the question well is to teach well." that means the classroom questioning, is to mobilize the behavior of intelligence factors and non intelligence factors. If used properly, to consolidate the students' knowledge, inspire students thinking, develop the potential of students, to cultivate students' quality has an important role. The effectiveness of classroom questioning, has become a problem worthy of study.
According to the new curriculum requirements, to study the junior middle school mathematics classroom questioning effectiveness. Through the reference of classroom questioning teaching theory and in recent years the question research on the effectiveness of the results, in theory to question the effectiveness of recognized. Then analyze the current situation and problems of Classroom Questioning in junior high school classroom, and combining the theory to practice, summing up the experience in the real abstract teaching, teaching research and teaching advice valuable. I think the junior middle school mathematics classroom questioning effectiveness involves three aspects, namely the main questions the teacher questions, students with their receptors, link the question. From three aspects of the research, and put forward the teaching effectiveness of junior high school mathematics classroom questioning. From the classroom questioning "quantity", "degree", for all andreflect different levels, teachers and students answer the feedback questions thevalidity of judgment ". According to the characteristics of students and their classroom needs to accumulate steadily, ingenious design, let the classroom questioning in the effective maximum, so as to realize the real meaning of the classroom efficiency, lay the foundation for the development of students, for their flag flying wings.

【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G633.6

【參考文獻】

相關期刊論文 前7條

1 魯志鯤;教師課堂提問的有效性及其評價方法[J];高等農(nóng)業(yè)教育;2005年08期

2 農(nóng)建偉;;初中數(shù)學課堂提問有效性初探[J];廣西教育;2009年14期

3 徐尚志;;數(shù)學教學中問題設計功能目標的探索[J];高中數(shù)理化(高三版);2008年09期

4 陸玉鳳;;如何提高數(shù)學課堂提問的有效性[J];黑龍江科技信息;2008年29期

5 陳羚;;國內(nèi)外有關教師課堂提問的研究綜述[J];基礎教育研究;2006年09期

6 陳一華;;初中數(shù)學教學課堂提問有效性的探索[J];科學大眾;2006年05期

7 楊紅芬;;初中數(shù)學語言及教學[J];寧波教育學院學報;2006年S1期

相關碩士學位論文 前2條

1 梁平;初中數(shù)學課堂提問有效性及其策略的研究[D];廣西師范大學;2011年

2 王愛光;初中數(shù)學課堂提問的有效性研究[D];東北師范大學;2010年

本文編號：1395005