高中生物课堂提问的研究与应用

发布时间：2018-02-01 20:42

本文关键词： 高中生物课堂提问调查研究案例分析　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：课堂提问是否恰当直接影响着教学质量和教学目标的实现程度。恰当的提问不仅加强师生间的交流,而且能引导教学流程,激发学生的兴趣,促进学生的思维,从而达到提高课堂教学的效果的目的。所以课堂提问对于教学效果有着重要的影响,历来是教育学家研究的重点课题。但是在现今的课堂提问中,教师的提问走入了许多误区,如盲目提问、随意提问、以问代罚等,不仅没有调动学生的思维能力,反而抑制了学生的思考兴趣。这种现象的出现源于教师本身的专业技能不够成熟,还没有形成科学提问的思维和意识。本研究利用文献研究法、调查问卷法和案例分析法,试图通过对相关文献的搜集查阅,全面分析课堂提问的涵义、分类和策略。通过从教师在课堂提问前的准备、提问时的具体实施和提问后的反馈三个方面,初步了解高中生物教师对课堂提问的认识,以及学生对教师提问的看法,最终提出相应的应对措施和建议。最后对实际教学(新授课、实验课、复习课)案例进行典型案例分析。本研究首先从理论角度对提问的相关概念进行了梳理,以增强教师对提问的理解,为教师在以后的教学实践中提供理论基础。然后结合调查问卷的结果,按照时间顺序给高中生物教师提出合理的建议,即不仅在课前要做好充分的准备,更要在课堂上灵活应变,选择合适的提问方式,使得提问更加有效。而在生物课堂教学过程中,由于生物科学的特殊性及学生的思维方式和水平的差异性,而且需要提问的内容又很多,课堂类型也不同。所以教师在各种类型的生物课堂教师应根据教学目标选择相适宜的提问方式,使教学更加有效地进行。通过本文,教师可以根据自身实际情况从理论与实践的角度对自己的提问技能进一步完善,从而最终促进教师自身专业技能的发展。
[Abstract]:Classroom questioning directly affects the quality of teaching and the degree of achievement of teaching goals. Proper questioning not only strengthens the communication between teachers and students, but also can guide the teaching process, stimulate students' interest and promote students' thinking. In order to achieve the purpose of improving the effectiveness of classroom teaching. Therefore, classroom questioning has an important impact on the teaching effect, which has always been the focus of research by educators. But in today's classroom questioning. Teachers' questions have gone into many misunderstandings, such as blindly asking questions, asking questions at will, asking for punishment and so on, not only did they not mobilize the students' thinking ability. On the contrary, it suppresses the students' interest in thinking. This phenomenon stems from the fact that the teachers' professional skills are not mature enough, and they have not yet formed the thinking and consciousness of scientific questioning. Questionnaire and case analysis, through the collection of relevant literature, comprehensive analysis of the meaning of classroom questioning, classification and strategies. Through the preparation of teachers in the classroom before questioning. The specific implementation of the question and the feedback after the question three aspects, preliminary understanding of senior high school biology teachers' understanding of classroom questions, as well as students' views on teachers' questions. Finally, the corresponding countermeasures and suggestions are put forward. Finally, the typical case analysis of practical teaching cases (new teaching, experimental class, review class) is carried out. Firstly, this study combs the related concepts of questions from the theoretical perspective. In order to enhance teachers' understanding of questioning and provide theoretical basis for teachers in the teaching practice in the future. Then combined with the results of the questionnaire, according to the time order to put forward reasonable suggestions for senior high school biology teachers. That is not only to make good preparation before class, but also to be flexible in the classroom, choose the right way to ask questions, make questions more effective. And in the biology classroom teaching process. Because of the particularity of biological science and the difference of students' thinking mode and level, there are a lot of questions to be asked. Therefore, teachers in various types of biology classroom teachers should choose appropriate questions according to the teaching objectives, so that the teaching is more effective. According to their own actual situation, teachers can further improve their questioning skills from the perspective of theory and practice, and finally promote the development of teachers' own professional skills.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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