延边二中语文课堂提问有效性调查与分析

发布时间：2018-04-27 22:50

本文选题：延边二中 + 高中语文　；参考：《延边大学》2015年硕士论文

【摘要】：问题是人类认识未知世界的驱动力,解决问题是学习活动的根本目的。在任何一门课程的课堂教学活动中,提问是一种必不可少的重要教学手段,也是老师与学生之间进行互动的有效方式。很多有经验的老师都善于运用课堂提问这种最普遍、最简单的方式创设有利的教学情境,激发学生的学习兴趣,引导学生的思维方式,训练学生的思考能力。有效的课堂提问可以达到提高教学效率,优化教学效果的目的。在当前的高中语文教学中,课堂提问也被广大一线老师普遍运用于课堂教学实践,很多老师为了提高课堂提问的实际效果,也进行了很多有益的尝试,总结了一些宝贵的经验。但是,不可否认,当前的高中语文课堂教学中,课堂提问还存在着一些问题,比方说,提问存在着盲目性,问题的针对性不强,通常都是老师提问学生回答,提问方式简单单一,缺乏创新等。这些问题的存在影响了最终的提问效果,没有发挥出课堂提问在促进教学目标的实现和学生的全面发展方面的应用价值。因此,提高高中语文教学中课堂提问的有效性,最大程度的发挥课堂提问的应用价值,是一项值得研究的课题。本文对于延边二中的语文课堂提问的有效性进行了深入的调查研究,主要目的在于发现该学校高中语文教学中课堂提问存在的主要问题,在相关理论的指导下,提出改善现状,提高课堂提问有效性的对策建议。本文运用问卷调查法与访谈调查法相结合的方式,对于延边二中的语文教学课堂提问现状进行了全面调查,经过分析得到以下研究结论：首先,通过对于延边中学高中语文课堂提问的现状调查发现其中存在的主要问题有：提问的问题太过复杂、问题缺乏针对性、课堂提问方式传统落伍,教师提问多,对学生追问少、缺乏对于问题的评价环节,无法对学生提问进行指导等。其次,分析了造成这延边二中语文课堂提问现存问题的原因主要是老师和学生两个方面,一方面教师对文本的解读不细致、教师的心理学相关知识掌握不足、教师本身的学习意识和能力较弱；另一方面,学生配合课堂提问的主动性不强,参与课堂提问的程度较差。最后,针对当前延边二中语文课堂提问现状中存在的问题,结合当前高中语文教学实践,在深入思考的基础上,提出了改善现状,提高课堂提问有效性的对策建议有：老师方面要正确理解把握语文学科特点,深入解读文本,贯通知识体系,丰富语文教师的心理学知识,了解学生心理特征,也要强化学生的问题意识,提高学生对语文学习的兴趣,让学生做课堂的主体。
[Abstract]:Problems are the driving force for human beings to understand the unknown world, and problem-solving is the fundamental purpose of learning activities. In the classroom teaching activities of any course, questioning is an essential and important teaching means, and also an effective way of interaction between teachers and students. Many experienced teachers are good at using classroom questioning, which is the most common and the simplest way to create a favorable teaching situation, stimulate students' interest in learning, guide students' way of thinking, and train students' thinking ability. Effective classroom questioning can improve teaching efficiency and optimize teaching effect. In the current high school Chinese teaching, classroom questioning is also widely used by teachers in classroom teaching practice. In order to improve the actual effect of classroom questioning, many teachers have also made a lot of useful attempts and summed up some valuable experiences. However, it is undeniable that in the current high school Chinese classroom teaching, there are still some problems in classroom questioning. For example, the questions are blind, the pertinence of the questions is not strong, and it is usually the teachers who ask questions and students answer them. The way of asking questions is simple and simple, lack of innovation and so on. The existence of these problems affects the ultimate effect of questioning, and does not give full play to the practical value of classroom questioning in promoting the realization of teaching objectives and the overall development of students. Therefore, it is worth studying to improve the effectiveness of classroom questioning in high school Chinese teaching and to maximize the application value of classroom questioning. This article has carried on the thorough investigation and the research to the Yanbian second middle school Chinese classroom question validity, the main purpose is to discover the main question question in the high school high school Chinese teaching, under the guidance of the related theory, proposed to improve the present situation. Suggestions to improve the effectiveness of classroom questioning. This paper makes a comprehensive investigation on the present situation of Chinese teaching questions in Yanbian No. 2 Middle School by using the method of questionnaire and interview. The following conclusions are obtained through the analysis: first of all, Through the investigation of the current situation of Chinese classroom questioning in Yanbian Middle School, we find that the main problems are: the questions are too complex, the problems lack pertinence, the traditional way of classroom questioning is outdated, the teachers ask more questions, and the students are less asked. Lack of evaluation of the problem, unable to ask questions for students to guide. Secondly, this paper analyzes the causes of the existing problems in the Chinese classroom of Yanbian No. 2 Middle School. On the one hand, the teachers' understanding of the text is not detailed, and the teachers' psychological knowledge is inadequate. On the other hand, the initiative of students to cooperate with classroom questioning is not strong, and the degree of participation in classroom questioning is poor. Finally, in view of the problems existing in the present situation of Chinese classroom questioning in Yanbian No. 2 Middle School, combined with the current high school Chinese teaching practice, on the basis of in-depth thinking, the paper puts forward the improvement of the present situation. The countermeasures and suggestions to improve the effectiveness of classroom questioning are as follows: teachers should correctly understand and grasp the characteristics of Chinese subjects, deeply interpret the text, pass through the knowledge system, enrich the psychological knowledge of Chinese teachers, and understand the psychological characteristics of students. It is also necessary to strengthen the students' awareness of problems, enhance their interest in Chinese learning, and make students the main body of the class.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

【参考文献】