优化高中数学课堂提问的课例研究

发布时间：2018-07-04 10:39

本文选题：课堂提问 + 课例研究　；参考：《广西师范大学》2015年硕士论文

【摘要】：有效的课堂提问是有效教学的重要技能之一,是教师进行启发式教学的重要手段。然而,在现实高中数学教学中,课堂提问凸显如下疲软状态：提问多,低效度；提问浅,缺深度；提问难,少梯度,直接影响了师生之间的有效对话与深入交流,进而影响有效教学的实施。善教者,必善问!这对中学一线数学教师依然是巨大挑战。数学教师如何有效提问,优化课堂教学,提升教学有效性,仍然值得一线数学教师探究的话题。本文主要从理论学习和实践课例两个方面展开研究。在理论研究方面,通过经验总结与理论思辨,首先对高中数学课堂提问相关研究进行总结与反思；然后结合自身的教学实践以及导师团队研究成果“六何”提问链的研究成果,归纳概括出优化高中数学课堂提问的原则：针对性原则、启发性原则、多样性原则、全体性原则和情感性原则。最后用案例说明如何应用“六何”提问链策略：明确问点,选好角度；循序渐进,把握梯度；注重理答,控制密度。在实践研究方面,通过课例研究方法,依据优化高中数学课堂提问的原则和“六何”提问链策略,设计《直线的倾斜角与斜率》新授课和《导数法求函数在闭区间上的最大值与最小值》复习课,并实施教学,基于多元评价结果表明：依据“六何”提问链策略设计的高中数学课堂提问,能促进学生深度的思维投入、情感体验与行动参与,提升教学有效性。
[Abstract]:Effective classroom questioning is one of the important skills in effective teaching and an important means for teachers to carry out heuristic teaching. However, in the real high school mathematics teaching, classroom questioning highlights the following weak state: more questions, low efficiency, shallow questions, lack of depth, difficult questions, less gradient, which directly affect the effective dialogue and in-depth communication between teachers and students. And then affect the implementation of effective teaching. He who is good at teaching will ask! This is still a huge challenge for the first-line math teachers in middle schools. How to effectively ask questions, optimize classroom teaching and improve teaching effectiveness is still a topic worth exploring. This article mainly from the theory study and the practice lesson example two aspects carries on the research. In the aspect of theoretical research, through summing up experience and theoretical thinking, this paper summarizes and reflects on the related research of high school mathematics classroom questioning, and then combines its teaching practice and the research results of the "six what" question chain, which is the research result of the tutors' team. This paper summarizes the principles of optimizing high school mathematics classroom questioning: pertinence principle, enlightening principle, diversity principle, whole principle and affective principle. Finally, the paper illustrates how to apply the strategy of "six what" question chain by case: clear question point, choose angle, step by step, grasp gradient, pay attention to answer, control density. In the aspect of practical research, according to the principle of optimizing high school mathematics classroom questioning and the strategy of "six what" question chain, through the method of case study, Design the "inclination angle and slope of straight line" new teaching and < derivative method to find the maximum and minimum value of function in closed interval > review lesson, and carry out teaching, The results based on multiple evaluation indicate that the question in mathematics classroom designed according to the strategy of "six what" question chain can promote students' deep thinking, emotional experience and action participation, and enhance the effectiveness of teaching.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

【共引文献】