本文選題：前郭三中 + 課堂提問　； 參考：《延邊大學(xué)》2016年碩士論文

【摘要】：師者在教學(xué)活動中,將為學(xué)生解決種種的疑難題目。語文課堂需要教師為學(xué)生設(shè)疑,所謂問題,就是指學(xué)生需要通過一番思考與探究或是需要教師的幫助才能解答的疑難處。所以,課堂提問這種雖說是比較陳舊的教學(xué)方式,卻常常是被語文教師應(yīng)用于課堂教學(xué)的。有效的課堂提問可以為學(xué)生設(shè)疑,激發(fā)學(xué)生的好奇心與求知欲,從而增加對學(xué)習(xí)的興趣,同時(shí)也是師生之間一個很好的溝通手段。既然這樣,問題的設(shè)計(jì)就顯得尤為重要,問題各式各樣,問題有優(yōu)有劣,好的問題總能啟迪學(xué)生的思維,發(fā)揮學(xué)生的想象力,讓學(xué)生在知識的海洋里尋找到樂趣,高效的問題總能讓課堂充滿生趣,同時(shí),教師也能夠及時(shí)高效的完成教學(xué)目標(biāo)。相反,無意義的問題對于課堂教學(xué)只能是浪費(fèi)時(shí)間。尤其在如今初中語文課堂中,教師的提問還有著種種不足與欠缺,如問題偏離教學(xué)重難點(diǎn),題目設(shè)計(jì)過于簡單,題目太陳舊等。無趣味的課堂提問不但是浪費(fèi)光陰,還會打消學(xué)生們探索的積極性,一點(diǎn)點(diǎn)磨滅孩子們的興致。所以說,作為課堂的提問者教師,應(yīng)引以為重,讓課堂提問發(fā)揮其最大的應(yīng)用價(jià)值。提高現(xiàn)階段語文教學(xué)中提問的時(shí)效性是立在必行的,是我們值得研究的一項(xiàng)課題。本文針對前郭三中語文教學(xué)中問題的實(shí)用性進(jìn)行了深入的探究與分析,其目的是對該校當(dāng)前語文教學(xué)提問存在的欠缺與不足來歸納總結(jié),在相關(guān)理論的指導(dǎo)下,并結(jié)合自己近七年的教學(xué)經(jīng)驗(yàn),對課堂提問提出了相應(yīng)的整改建議,希望能夠使該校的語文課堂提問更有價(jià)值,從而也能提升該校語文課堂教學(xué)的質(zhì)量。前郭三中是一所重點(diǎn)初中,現(xiàn)擁有學(xué)生2400人左右,教職工共151人,此中一線教師120人,語文老師21人。本文以前郭三中作為研究目標(biāo),采取了問卷法、面對面訪談法、案例說明法和數(shù)據(jù)分析法等方式,對當(dāng)前前郭三中語文教學(xué)中提問的情況做了周全、系統(tǒng)而深刻的探究。首先,筆者論述了本論文研究的目的與意義,對一些重要的概念做了界定。同時(shí)也闡明了相關(guān)的理論依據(jù)。其次,具體調(diào)查分析了教師課堂提問的內(nèi)容及形式,學(xué)生回答問題的積極性與參與面。通過對前郭三中語文課堂提問現(xiàn)狀的調(diào)查分析,發(fā)現(xiàn)存在的一些問題有：問題設(shè)計(jì)不合理、問題設(shè)計(jì)缺少層次性、問題陳舊而缺少創(chuàng)新,理答方式過于單一等。根據(jù)這些問題,筆者認(rèn)真分析了出現(xiàn)這些問題的原因,發(fā)現(xiàn)課堂提問存在問題無非是來自老師和學(xué)生兩方面的因素,在相關(guān)理論的指導(dǎo)下,結(jié)合自己的教學(xué)實(shí)踐,深入思考后,提出了相應(yīng)的改善建議是：科學(xué)合理的設(shè)計(jì)問題、問題設(shè)計(jì)要有層次性、提出有創(chuàng)新性的問題,給予恰當(dāng)及時(shí)的評價(jià)。以上研究內(nèi)容,是針對前郭縣第三中學(xué)語文課堂有效提問現(xiàn)狀做的調(diào)查與分析,這些研究對其他地區(qū)、其他學(xué)校的語文課堂有效提問也可以提供一定的參考價(jià)值。
[Abstract]:In the teaching activities, the teacher will solve all kinds of difficult problems for the students. Chinese classroom requires teachers to set up questions for students. The so-called questions refer to the difficulties that students need to think and explore or help them to solve. Therefore, although classroom questioning is an old teaching method, it is often applied to classroom teaching by Chinese teachers. Effective classroom questioning can set up questions for students, stimulate students' curiosity and curiosity, thus increase their interest in learning, and it is also a good means of communication between teachers and students. In that case, the design of the problem is especially important, the problem is all sorts of, the problem is good and bad, the good question can always enlighten the student's thought, the student's imagination, lets the student seek the pleasure in the sea of knowledge, Efficient questions can always make the classroom full of fun, at the same time, teachers can also timely and efficient completion of teaching goals. On the contrary, meaningless questions can only be a waste of time for classroom teaching. Especially in the junior middle school Chinese classroom, teachers' questions still have a variety of shortcomings and deficiencies, such as the problem deviates from the teaching difficulties, the title design is too simple, the topic is too old and so on. Uninteresting classroom questioning is not only a waste of time, but also discourages students from exploring and eroding children's interest. Therefore, as a questioner in class, teachers should be regarded as the most important, so that classroom questioning should be given full play to its application value. It is necessary to improve the timeliness of questioning in Chinese teaching at the present stage. This paper makes a deep exploration and analysis on the practicability of the problems in the Chinese teaching of the former Guo San Middle School, the purpose of which is to sum up the shortcomings and shortcomings of the current Chinese teaching questions in the school, and to summarize them under the guidance of the relevant theories. Combined with their teaching experience in the past seven years, the author puts forward the corresponding suggestions for the rectification of classroom questioning, hoping to make the Chinese classroom questioning in this school more valuable and thus to improve the quality of the classroom teaching of Chinese in this school. Former Guo San Middle School is a key middle school, now has about 2400 students, a total of 151 staff, this line of 120 teachers, 21 language teachers. This paper takes Qian-Guo San Middle School as the research goal, adopts the methods of questionnaire, face-to-face interview, case description and data analysis, and makes a thorough, systematic and profound inquiry into the situation of asking questions in the current Chinese teaching of the former Guo San Middle School. First of all, the author discusses the purpose and significance of this paper, and defines some important concepts. At the same time, it also clarifies the relevant theoretical basis. Secondly, the paper analyzes the content and form of teachers' classroom questioning, the students' enthusiasm and participation in answering the questions. Through the investigation and analysis of the present situation of the Chinese classroom questioning in the former Guo San Middle School, it is found that there are some problems such as unreasonable design of the problem, lack of hierarchy in the design of the problem, old and lack of innovation of the problem, too single way of answering and so on. According to these problems, the author carefully analyzes the causes of these problems, and finds that the problems in classroom questioning come from both teachers and students. Under the guidance of relevant theories, combined with my own teaching practice, I think deeply. The corresponding improvement suggestions are put forward: scientific and reasonable design problems, problem design should be hierarchical, and creative problems should be put forward, and appropriate and timely evaluation should be given. The above research content is an investigation and analysis of the current situation of effective Chinese classroom questioning in the third middle school of Qianguo County. These studies can also provide some reference value for other regions and other schools.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.3

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