普通高中历史教师课堂提问的策略研究

发布时间：2018-05-12 19:51

本文选题：普通高中 + 历史教师　；参考：《西北师范大学》2015年硕士论文

【摘要】：提问是高中历史课堂教学中常用的教学方法,它是教师通过和学生交谈,引导学生根据已有的知识经验,独立思考去获取新知识的方法。有效的课堂提问能促进学生思维的发展、调动学生的学习积极性。历史课堂教学中,提问有着激发兴趣、引导入境、开启思维、深入探究等多方面的的功能,也是组织课堂教学活动的主要方式之一。通过课堂提问,既能让学生掌握历史基础知识,创新思维能力也能得到培养。通过对三年教学经验的总结以及学位论文写作前的15节课堂观察,笔者发现高中历史课堂提问还存在很多问题:教师的提问水平普遍不高,处理学生回答的方式过于简单,提问对学生思维的启发作用没有得到很好的体现,反映出教师对新课改的理解偏差;学生答问的被动化和提问的缺失,更反映出学生作为学习主体的地位未能体现。传统的教师权威依然存在,考试评价体系对新课改的制约不容小视。要提高高中历史课堂提问有效性,提升课堂教学的效果,高中历史教师应该提升自身的专业水平,在具备扎实的历史专业知识和教学技巧为基础上,设计出有启发性的、时代感的问题,用历史本身的魅力吸引学生,增加学生对历史学习的兴趣。通过对学生现有水平的分析和对高中阶段学生心理特点的掌握,多问些经过学生努力思考、探究才能回答上来的问题。创设宽松的课堂教学气氛,鼓励学生主动发问的勇气,逐步培养学生提问的技巧。在坚持面向全体学生的同时,考虑到学生的个体差异,对不同的学生提出有针对性的问题,做到促进每一个学生的发展。
[Abstract]:Questioning is a common teaching method in history classroom teaching in senior high school. It is a way for teachers to talk with students and guide students to think independently to acquire new knowledge according to their existing knowledge and experience. Effective classroom questioning can promote the development of students' thinking and arouse their learning enthusiasm. In history classroom teaching, questioning has many functions, such as arousing interest, guiding entry, opening thinking and exploring deeply. It is also one of the main ways to organize classroom teaching activities. By asking questions in class, students can master the basic knowledge of history and cultivate their creative thinking ability. Through the summary of three years' teaching experience and the 15 classroom observations before the writing of the thesis, the author finds that there are still many problems in the history classroom questioning in senior high school: the teacher's questioning level is generally not high, and the way to deal with students' answers is too simple. The enlightening effect of questioning on students' thinking is not well reflected, reflecting the deviation of teachers' understanding of the new curriculum reform, and the passivity of students' answering questions and the lack of questioning, more reflecting that the status of students as the main body of learning has not been reflected. The traditional teacher authority still exists, and the restriction of the examination evaluation system on the new curriculum reform should not be underestimated. In order to improve the effectiveness of questioning in senior high school history classroom and the effect of classroom teaching, senior high school history teachers should improve their own professional level and design enlightening ones on the basis of having solid history professional knowledge and teaching skills. The problem of the sense of the times attracts students with the charm of history itself and increases their interest in learning history. By analyzing the students' existing level and mastering the psychological characteristics of the students in the senior middle school, we can ask more questions which can be answered only after the students' hard thinking and exploration. Create a relaxed classroom teaching atmosphere, encourage students to ask questions on their own courage, and gradually cultivate students' skills of asking questions. At the same time, taking into account the individual differences of students, the paper puts forward targeted questions to different students, so as to promote the development of each student.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

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