本文選題：課堂提問(wèn) + 學(xué)生能力��； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：課堂提問(wèn)無(wú)疑是現(xiàn)代課堂常規(guī)使用的教學(xué)手段,具有輔助教師達(dá)成教學(xué)目標(biāo),并對(duì)培養(yǎng)學(xué)生各種素質(zhì)能力具有舉足輕重的作用。從提問(wèn)應(yīng)用于課堂的實(shí)踐來(lái)說(shuō),時(shí)間也是比較悠久了,隨著對(duì)啟發(fā)式教學(xué)的關(guān)注和改進(jìn),課程改革發(fā)展的腳步,教師的課堂教學(xué)觀已經(jīng)從一言堂到師生互動(dòng)的模式轉(zhuǎn)變。而課堂之上,最為基本的對(duì)話形式就是由課堂提問(wèn)引起的,將課堂提問(wèn)的精心設(shè)計(jì)有利于學(xué)生的主體地位的明確,加強(qiáng)以學(xué)生為中心的課堂教學(xué)。初中思想品德課課堂提問(wèn)就其學(xué)科角度而言,特別注重對(duì)學(xué)生各項(xiàng)能力的拓展,利用社會(huì)現(xiàn)實(shí)的情境和案例,讓學(xué)生從中探討適應(yīng)社會(huì)、解決現(xiàn)實(shí)問(wèn)題的能力。本文研究初中課堂提問(wèn)存在的意義出發(fā),借鑒了已有的文獻(xiàn)資料,著重探索課堂提問(wèn)與學(xué)生能力培養(yǎng)的關(guān)系,從教學(xué)實(shí)例入手,從細(xì)節(jié)處重視提問(wèn)功能的滲入。其次,結(jié)合調(diào)查問(wèn)卷的方法去發(fā)現(xiàn)初中思想品德課課堂提問(wèn)存在的問(wèn)題,新課改的理念之下,課堂提問(wèn)有效性研究不斷被重視,但是課堂提問(wèn)整體實(shí)施方面還是有一定的欠缺,比如啟發(fā)性的發(fā)問(wèn)等等,進(jìn)而才能尋找優(yōu)化的策略。因此可以將課堂提問(wèn)進(jìn)行系統(tǒng)的整理,將一些文獻(xiàn)理論的研究成果運(yùn)用于實(shí)踐,結(jié)合初中思想品德的教學(xué)內(nèi)容,給予一定的指導(dǎo)策略。從學(xué)生的角度出發(fā),重視學(xué)情分析,緊密聯(lián)系學(xué)生生活實(shí)際,創(chuàng)設(shè)生活化的問(wèn)題情境;從教材的角度出發(fā),整理時(shí)事,恰當(dāng)?shù)厥褂门c時(shí)俱進(jìn)的問(wèn)題內(nèi)容;從提問(wèn)有效性的角度出發(fā),落實(shí)基于學(xué)生差異的課堂提問(wèn)的設(shè)計(jì),分層分類的課堂提問(wèn)結(jié)構(gòu);從教師的提問(wèn)專業(yè)發(fā)展的角度出發(fā),對(duì)教師的教學(xué)基本功,包括教態(tài)、語(yǔ)態(tài),對(duì)學(xué)生的課堂表現(xiàn)評(píng)價(jià)等要有一定的進(jìn)步,從而把課堂精細(xì)化,也把課堂提問(wèn)的細(xì)節(jié)問(wèn)題也有相應(yīng)的規(guī)范。本文在已有的文獻(xiàn)研究基礎(chǔ)上,以一線教師的課堂提問(wèn)的實(shí)例研究作為輔佐依據(jù),從而形成一些課堂提問(wèn)的理論根據(jù)。課堂提問(wèn)一直是課堂中不可缺少的環(huán)節(jié),具有多種功能,能夠在此不斷探索,以學(xué)生、教師專業(yè)方面提供一些可行性的策略,希望對(duì)初中思想品德教師在實(shí)施課堂提問(wèn)中有一定的幫助,逐步完善與初中思想品德學(xué)科相關(guān)的課堂提問(wèn)研究體系。
[Abstract]:Classroom questioning is undoubtedly a conventional teaching method used in modern classroom, which can assist teachers to achieve teaching goals and play an important role in cultivating students' various qualities and abilities. With the attention and improvement of heuristic teaching and the development of curriculum reform, teachers' classroom teaching concept has changed from arbitrariness to teacher-student interaction. And above the classroom, the most basic dialogue form is caused by the classroom questioning, the careful design of the classroom questioning is conducive to the clarity of the students' main position, and to strengthen the student-centered classroom teaching. From the perspective of the subject, we should pay special attention to the development of students' abilities, and make use of the situation and case of social reality to explore the ability of students to adapt to the society and solve the practical problems. Based on the study of the significance of classroom questioning in junior high school, this paper draws lessons from the existing literature, and probes into the relationship between classroom questioning and students' ability cultivation, starting with teaching examples and paying attention to the infiltration of questioning function from details. Secondly, combining the method of questionnaire to find out the problems existing in the ideological and moral class of junior high school, under the concept of new curriculum reform, the effectiveness of classroom questioning has been paid more and more attention, but the overall implementation of classroom questioning is still lacking. Such as enlightening questions and so on, then can look for the optimization strategy. Therefore, we can arrange the classroom questioning systematically, apply the research results of some literature theories to practice, combine the teaching content of junior middle school ideological and moral character, and give some guiding strategies. From the point of view of the students, we should pay attention to the analysis of the learning situation, closely relate to the reality of the students' life, create the problem situation of life, organize the current affairs from the perspective of the teaching materials, and use the problem content of keeping pace with the times appropriately. From the point of view of the validity of questioning, the design of classroom questioning based on students' differences is carried out, and the structure of classroom questioning is classified into different levels. From the perspective of teachers' professional development of questioning, the basic teaching skills of teachers, including teaching style and voice, are discussed. There should be some progress in the evaluation of students' classroom performance so as to refine the classroom and regulate the detailed questions raised in the classroom. Based on the existing literature, this paper takes the case study of first-line teachers' classroom questioning as the auxiliary basis, thus forming some theoretical basis of classroom questioning. Classroom questioning has always been an indispensable link in the classroom, with a variety of functions, can be constantly explored here, students, teachers professional aspects to provide some feasible strategies, It is hoped that it will be helpful to the teachers of junior high school in carrying out classroom questioning, and gradually improve the research system of classroom questioning related to the subject of ideological and moral character in junior high school.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.2

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