高中物理概念教学中教师课堂提问行为研究

发布时间：2018-02-27 02:18

本文关键词： 高中物理概念教学教师提问行为研究　出处：《南京师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：课堂提问是物理概念教学中的重要组成部分。本研究在确定影响教师课堂提问的因素的基础上,编制了《高中物理教师课堂提问行为量表》,用视频分析法对全国物理教学名师赛中16节物理概念课进行视频观察分析。内容包括：教师课堂提问中问题数量、问题类型、等待时间、应答对象、教师反馈等。在此基础上归纳总结了高中物理教师在概念课中提问的特点和结论。1.教师不再只注重知识的识记,而开始注重学生思维的发展,其中低认知水平中“理解型”问题较多,高认知水平上的问题中“应用型”和“分析型”比例较高,但其中水平最高的两类问题“评价型”问题和“创造型”问题所占比例较低。2.教师针对物理概念课中不同教学环节的问题类型设计具有一定规律。在概念引入阶段“记忆型”问题所占比例较大；在概念形成阶段中更趋向于选择“理解型”问题；在概念巩固应用阶段设计“应用型”问题更为常见。3.在等待时间方面发现,随着提问的认知水平的提高,教师平均等待时间也随之增大。4.教师大部分还是选择“个体”或“全体学生”回答提问,但在“创造型”问题时教师选择“小组代表”来回答问题的概率更高,并得出问题类型与应答对象之间是显著相关的结论。5.教师的反馈信息较为简单,但发现问题类型的认知水平越高,教师反馈就越趋于多样化和复杂化。本文根据以上结论对高中物理教师概念课堂提问行为提出如下建议：抓住重难点,恰当设计问题类型；适度提问,控制等待时间；针对问题类型,合理选择应答对象；优化课堂提问,加强教师反馈的多样性。
[Abstract]:Classroom questioning is an important part of physics concept teaching. The questionnaire of classroom questioning behavior of physics teachers in senior high school was compiled, and the video observation and analysis of 16 physics concept courses in the national physics teaching competition were carried out with the video analysis method. The contents included: the number of questions and the types of questions in the classroom. On the basis of this, the author summarizes the characteristics and conclusions of asking questions by high school physics teachers in concept class. 1. Instead of paying attention to the memorization of knowledge, teachers begin to pay attention to the development of students' thinking. Among them, there are more "comprehension" problems in low cognitive level, and a higher proportion of "applied" and "analytical" problems in high cognitive level. However, the proportion of "evaluative" problem and "creative" problem is relatively low. 2. The teacher has a certain rule for the design of problem types in different teaching links in physics concept class. The proportion of "memory type" problem is large; In the conceptual formation stage, it tends to choose the "understanding" problem, and in the concept consolidation and application stage, it is more common to design the "application" problem. 3. In the aspect of waiting time, it is found that, with the improvement of the cognitive level of the question, The average waiting time of teachers also increased .4.Most teachers chose "individual" or "all students" to answer questions, but when "creative" questions were asked, teachers were more likely to choose "group representatives" to answer questions. It is concluded that there is a significant correlation between question types and respondents. 5. The feedback information of teachers is relatively simple, but the higher the cognitive level of question types, the higher the cognitive level. According to the above conclusions, this paper puts forward the following suggestions on the behavior of high school physics teachers' conceptual classroom questioning: grasping the important and difficult points, properly designing the types of questions, asking questions appropriately, controlling the waiting time; According to the type of problem, we should choose the answering object reasonably, optimize the classroom questioning, and strengthen the diversity of teacher feedback.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7

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