初中数学新老教师概念课提问行为比较研究

发布时间：2018-01-10 14:05

本文关键词：初中数学新老教师概念课提问行为比较研究　出处：《杭州师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：提问是教学过程中教师与学生的沟通桥梁,是实现教学目标的重要方式之一,对课堂教学有着不容小觑的影响。有效的课堂提问能够提高课堂效率,启发学生思考,使得学生在学习教学内容的同时,能够感悟数学思维的魅力。如何提高教师课堂提问的效率是许多研究者关注的问题。概念课是一种基本的数学课型,本研究通过分析课堂录像,比较新老教师概念课提问行为的特征与差异,为新教师提高概念课提问能力提出建议。本研究通过文献研究、录像分析和咨询一线教师与相关专家的方法,制定教师课堂提问行为的观察量表。从四个维度研究教师课堂提问行为,将教师课堂提问行为分为十三种。选取代数、几何与统计概念课三组新老教师共六人进行同课异构,将其课堂视频进行实录,把教师课堂提问行为进行编码并录入表格,并运用Excel和SPSS进行数据处理,比较分析新老教师在三种概念课堂的提问行为。结合以上研究与课堂观察,分析新老教师在不同种概念课中的提问行为的特征和差异,归纳得出新老教师在概念课堂提问行为的总体差异。其差异如下:新教师课堂提问频率偏高,学生思维受限;老教师更多应用开放性提问;新老教师提问的认知水平存在差异;教师的追问行为与学生的应答行为之间具有相关性。根据研究结论,为提高新教师概念课的提问能力提出以下建议:合理控制提问频率,增加高效提问;在教学目标指导下,优化提问设计;关注开放性问题,合理设置问题认知水平;适当使用追问,形成高效“问题链”。
[Abstract]:Questioning is a bridge between teachers and students in the process of teaching. It is one of the important ways to achieve the teaching objectives, which has an important impact on classroom teaching. Effective classroom questioning can improve classroom efficiency. Inspire students to think, so that students in the study of teaching content at the same time. How to improve the efficiency of teachers' classroom questioning is the concern of many researchers. Concept class is a basic mathematics class, this study through the analysis of classroom video. This paper compares the characteristics and differences of questioning behavior between new and old teachers, and puts forward some suggestions for new teachers to improve their ability to ask questions. This study is based on literature research, video analysis and the methods of consulting front-line teachers and related experts. To formulate the observation scale of teachers' classroom questioning behavior. To study teachers' classroom questioning behavior from four dimensions, and divide teachers' classroom questioning behavior into 13 categories. Select algebra. Three groups of new and old teachers in Geometry and Statistical Concepts class are divided into six groups. The classroom video is recorded and the teachers' questioning behavior is encoded and recorded in the form. Using Excel and SPSS to process the data, this paper compares and analyzes the new and old teachers' questioning behavior in the three kinds of concept classroom, combined with the above research and classroom observation. This paper analyzes the characteristics and differences of new and old teachers' questioning behavior in different concept classes, and concludes the overall differences of new and old teachers' questioning behavior in concept classes. The differences are as follows: the new teachers' questioning frequency is on the high side. The students' thinking is limited; Older teachers use more open questions; The cognitive level of new and old teachers asking questions is different; According to the conclusion of the research, the following suggestions are put forward to improve the questioning ability of the new teacher concept lesson: to control the frequency of questioning reasonably, and to increase the efficient questioning; Under the instruction of teaching goal, optimize the design of questioning; Pay attention to the open problem and set up the cognitive level of the problem reasonably; Proper use of questioning to form an efficient "problem chain".
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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