基于評(píng)價(jià)量表的高中生物課堂提問有效性的研究
發(fā)布時(shí)間：2018-11-16 14:05
【摘要】：在課堂中,教師與學(xué)生之間的交流非常重要,而在交流過程中,問答形式占據(jù)了大部分的比重,起到了舉足輕重的作用。隨著全國(guó)新課程改革不斷發(fā)展,提高課堂提問的有效性,既是提高教育教學(xué)生產(chǎn)力的要求,也是培養(yǎng)學(xué)生發(fā)現(xiàn)問題、解決問題能力的要求。如何在生物課堂教學(xué)中體現(xiàn)以學(xué)生發(fā)展為本的主導(dǎo)理念,呼喚教師實(shí)施有效教學(xué),實(shí)現(xiàn)學(xué)生有效學(xué)習(xí),這也已經(jīng)成為學(xué)科教學(xué)中研究的重要課題。觀摩優(yōu)秀教師的課堂教學(xué)時(shí)發(fā)現(xiàn)他們的課堂往往非常有趣味性,很大的原因就是他們的提問藝術(shù)所表現(xiàn)出的魅力。要提高課堂教學(xué)的有效性,就要從提高課堂提問的有效性入手。但目前生物課堂提問中存在著一些誤區(qū),課堂中存在很多低效甚至無效的提問,這與新課改的要求是違背的,因而有必要探討新課程背景下的高中生物課堂提問的有效性。本研究通過對(duì)以往教師教學(xué)中關(guān)于提問存在的問題,總結(jié)匯總不同的評(píng)價(jià)標(biāo)準(zhǔn)從課堂提問預(yù)設(shè)的有效性、課堂提問方式的有效性、課堂提問內(nèi)容的有效性、教師課堂理答的有效性四個(gè)方面,編制出適合于高中生物課堂提問的評(píng)價(jià)量表,希望在今后的教學(xué)中,能夠多以此量表為基準(zhǔn),評(píng)價(jià)與改進(jìn)教師的課堂提問,使其更加有效。另外本研究通過對(duì)兩位教師的同課異構(gòu)進(jìn)行分析比較,繪制出數(shù)據(jù)統(tǒng)計(jì)條形圖,用來測(cè)試評(píng)價(jià)量表的可實(shí)施性與有效性,希望在以后更夠進(jìn)一步改進(jìn)該評(píng)價(jià)量表。最后提出積極構(gòu)建高中生物課堂提問有效性的策略,希望對(duì)以后教師的教學(xué)能有所幫助。通過對(duì)評(píng)價(jià)量表的實(shí)踐,筆者得出以下幾點(diǎn)結(jié)論:①對(duì)教師的專業(yè)化成長(zhǎng)具有一定的促進(jìn)作用;②能夠促進(jìn)學(xué)生的全面學(xué)習(xí);③評(píng)價(jià)量表具有一定的實(shí)用性。不過本研究仍舊存在一些問題與不足,期望在未來能夠進(jìn)一步改進(jìn)。
[Abstract]:In the classroom, the communication between teachers and students is very important, and in the process of communication, the form of question and answer occupies a large proportion and plays an important role. With the continuous development of the new curriculum reform in China, improving the effectiveness of classroom questioning is not only the requirement of improving the productivity of education and teaching, but also the requirement of cultivating students' ability to find and solve problems. How to embody the leading idea of student-oriented development in biology classroom teaching and call on teachers to carry out effective teaching and realize students' effective learning has become an important subject in subject teaching. When observing the classroom teaching of excellent teachers, it is found that their classroom is often very interesting, and the great reason is the charm of their art of asking questions. To improve the effectiveness of classroom teaching, we must improve the effectiveness of classroom questioning. However, there are some misunderstandings in biology classroom questioning at present. There are many inefficient and even invalid questions in the classroom, which is contrary to the requirements of the new curriculum reform, so it is necessary to explore the effectiveness of the biology classroom questioning in senior high school under the background of the new curriculum. This study summarizes and summarizes the different evaluation criteria from the presupposition effectiveness of classroom questioning, the effectiveness of classroom questioning methods, the effectiveness of classroom questioning content through the past teachers' teaching on the question of the existing problems, summed up the different evaluation criteria. In order to evaluate and improve teachers' classroom questioning in the future, this paper draws up an evaluation scale which is suitable for senior high school biology classroom questions in four aspects of the validity of classroom answers. It is hoped that the scale can be used as a benchmark in teaching in the future to evaluate and improve teachers' classroom questioning so as to make it more effective. In addition, by analyzing and comparing the isomerism of the two teachers, we draw a statistical bar chart to test the practicability and effectiveness of the evaluation scale, and hope to further improve the evaluation scale in the future. Finally, the author puts forward the strategies to construct the effectiveness of biology classroom questioning in senior high school, hoping to help the teachers in the future. Through the practice of the evaluation scale, the author draws the following conclusions: (1) promoting teachers' professional growth; (2) promoting students' overall learning; (3) evaluating the scale to a certain extent. However, there are still some problems and shortcomings in this study, which are expected to be further improved in the future.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.91
本文編號(hào)：2335719
[Abstract]:In the classroom, the communication between teachers and students is very important, and in the process of communication, the form of question and answer occupies a large proportion and plays an important role. With the continuous development of the new curriculum reform in China, improving the effectiveness of classroom questioning is not only the requirement of improving the productivity of education and teaching, but also the requirement of cultivating students' ability to find and solve problems. How to embody the leading idea of student-oriented development in biology classroom teaching and call on teachers to carry out effective teaching and realize students' effective learning has become an important subject in subject teaching. When observing the classroom teaching of excellent teachers, it is found that their classroom is often very interesting, and the great reason is the charm of their art of asking questions. To improve the effectiveness of classroom teaching, we must improve the effectiveness of classroom questioning. However, there are some misunderstandings in biology classroom questioning at present. There are many inefficient and even invalid questions in the classroom, which is contrary to the requirements of the new curriculum reform, so it is necessary to explore the effectiveness of the biology classroom questioning in senior high school under the background of the new curriculum. This study summarizes and summarizes the different evaluation criteria from the presupposition effectiveness of classroom questioning, the effectiveness of classroom questioning methods, the effectiveness of classroom questioning content through the past teachers' teaching on the question of the existing problems, summed up the different evaluation criteria. In order to evaluate and improve teachers' classroom questioning in the future, this paper draws up an evaluation scale which is suitable for senior high school biology classroom questions in four aspects of the validity of classroom answers. It is hoped that the scale can be used as a benchmark in teaching in the future to evaluate and improve teachers' classroom questioning so as to make it more effective. In addition, by analyzing and comparing the isomerism of the two teachers, we draw a statistical bar chart to test the practicability and effectiveness of the evaluation scale, and hope to further improve the evaluation scale in the future. Finally, the author puts forward the strategies to construct the effectiveness of biology classroom questioning in senior high school, hoping to help the teachers in the future. Through the practice of the evaluation scale, the author draws the following conclusions: (1) promoting teachers' professional growth; (2) promoting students' overall learning; (3) evaluating the scale to a certain extent. However, there are still some problems and shortcomings in this study, which are expected to be further improved in the future.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.91
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