本文選題：驅(qū)動(dòng)性問(wèn)題 + 專家型教師��； 參考：《山西師范大學(xué)》2016年碩士論文

【摘要】：隨著課程改革的推進(jìn),問(wèn)題教學(xué)成為課程教學(xué)研究的熱點(diǎn)話題,驅(qū)動(dòng)性問(wèn)題是可以驅(qū)動(dòng)高中生物教學(xué)活動(dòng)的進(jìn)行、課前已經(jīng)設(shè)計(jì)好的、可以促進(jìn)學(xué)生主動(dòng)思考的問(wèn)題,用以區(qū)別課堂提問(wèn)。本文通過(guò)查閱文獻(xiàn),發(fā)現(xiàn)高中生物驅(qū)動(dòng)性問(wèn)題的研究有關(guān)于驅(qū)動(dòng)性問(wèn)題創(chuàng)設(shè)的策略與方法、以及驅(qū)動(dòng)性問(wèn)題在生物課堂教學(xué)中的應(yīng)用,缺乏對(duì)不同類型教師的驅(qū)動(dòng)性問(wèn)題設(shè)計(jì)特點(diǎn)的比較。因此本文將對(duì)處于不同發(fā)展階段的教師驅(qū)動(dòng)性問(wèn)題的設(shè)計(jì)進(jìn)行比較。具體內(nèi)容如下:本文以山西師范大學(xué)實(shí)驗(yàn)中學(xué)高一生物教師作為研究對(duì)象,以人教版生物七年級(jí)必修一為研究教材,以不同類型教師課前設(shè)計(jì)的驅(qū)動(dòng)性問(wèn)題為研究?jī)?nèi)容,通過(guò)隨堂錄音并結(jié)合改編制定的課堂觀察量表以及課堂教學(xué)片段,對(duì)不同類型教師在課堂上所有問(wèn)題中,屬于驅(qū)動(dòng)性問(wèn)題的數(shù)量、遵循驅(qū)動(dòng)性問(wèn)題原則的數(shù)量,進(jìn)行比較分析并得出結(jié)論。還通過(guò)課后對(duì)教師進(jìn)行訪談,分析總結(jié)專家型教師—?jiǎng)偃涡徒處煛率中徒處熢谠O(shè)計(jì)問(wèn)題時(shí)對(duì)各方面因素的考慮的差異。經(jīng)比較研究和分析后,總結(jié)出:專家型教師設(shè)計(jì)的驅(qū)動(dòng)性問(wèn)題可以很好的驅(qū)動(dòng)學(xué)生主動(dòng)思考,并有效提高學(xué)生提出問(wèn)題的能力;勝任型教師設(shè)計(jì)的驅(qū)動(dòng)性問(wèn)題多數(shù)超過(guò)學(xué)生的最近發(fā)展區(qū),學(xué)生無(wú)法跨越發(fā)展區(qū)域,導(dǎo)致問(wèn)題不能有效激起學(xué)生的學(xué)習(xí)興趣;新手型教師的課堂以“滿堂灌”為主要教學(xué)方式,因此學(xué)生的學(xué)習(xí)方式以“接受知識(shí)”為主,致使設(shè)計(jì)的驅(qū)動(dòng)性問(wèn)題在教學(xué)中的應(yīng)用不能得到明顯的效果。最后對(duì)各類型教師存在的不足提出一些相應(yīng)建議:建議專家型教師多閱讀有關(guān)問(wèn)題類型的資料,加深對(duì)問(wèn)題類型的認(rèn)識(shí);建議勝任型教師多與學(xué)生溝通交流,了解學(xué)生的學(xué)習(xí)能力與學(xué)習(xí)現(xiàn)狀;建議新手型教師多參加觀摩課,經(jīng)常聽(tīng)專家級(jí)別教師的課并和專家教師交流,聽(tīng)取專家型教師的教學(xué)經(jīng)驗(yàn),選取適合自己的教學(xué)方法。希望本文可以為新手型教師和勝任型教師提供設(shè)計(jì)驅(qū)動(dòng)性問(wèn)題的參考,使教師對(duì)驅(qū)動(dòng)性問(wèn)題的設(shè)計(jì)與運(yùn)用技巧更加成熟。
[Abstract]:With the advancement of curriculum reform, problem teaching has become a hot topic in curriculum teaching research. Driving problems can drive biology teaching activities in senior high school, and have been designed before class, which can promote students' active thinking. Used to distinguish between classroom questions. By consulting the literature, this paper finds out that the research on the driving problem in senior high school includes the strategies and methods of the creation of the driving problem, and the application of the driving problem in the biology classroom teaching. There is a lack of comparison of the design characteristics of different types of teachers' driving problems. Therefore, this paper compares the design of teacher-driven problem in different stages of development. The specific contents are as follows: this paper takes the biology teachers of the experimental middle school of Shanxi normal University as the research object, takes the human education version of biology as the research textbook, and takes the driving problem of the pre-class design of different types of teachers as the research content. According to the classroom observation scale and the classroom teaching clips, the number of the questions that are driven by the different types of teachers in the classroom, and the number of the questions that follow the principle of the driving problem, are analyzed through the recording with the class and the adaptation of the classroom observation scale and the classroom teaching clips. A comparative analysis is made and a conclusion is drawn. Through interviews with teachers after class, this paper analyzes and summarizes the differences of various factors in the design of expert teacher-competent teacher-novice teachers. After comparative study and analysis, it is concluded that: the driving problem of expert teacher design can well drive students to think actively, and effectively improve the ability of students to ask questions; Most of the driving problems in the design of competent teachers are more than the students' proximal development areas, students cannot cross the development area, so the problems can not effectively arouse the students' interest in learning, and the main teaching method of the novice teachers is "full classroom irrigation". Therefore, students' learning mode is mainly "accepting knowledge", so the application of design driving problem in teaching can not get obvious effect. Finally, some suggestions are put forward for the deficiency of each type of teacher: the expert teacher should read more information about the problem type and deepen the understanding of the problem type, and suggest that the competent teacher should communicate with the students. It is suggested that the novice teachers should take part in the observation class, often listen to the lessons of the teachers at the expert level and communicate with them, listen to the teaching experience of the expert teachers, and choose their own teaching methods. It is hoped that this paper can provide the reference of design-driven problem for novice teachers and competent teachers, and make teachers' design and application skills of driving problems more mature.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.91

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