高中物理课堂提问有效性的现状调查及对策研究
发布时间：2018-09-04 05:54
【摘要】：我国新一轮的课程改革强调,要突出学生在课堂中的主体地位,在教学过程中教师要注重与学生的互动交流,达到教师与学生共同发展。在平时的教学过程中课堂提问是教师与学生进行互动的基本方式。高效的课堂提问不仅能激发学生学习的积极性、活跃课堂气氛,还对实现教学目标有帮助,所以课堂提问在教学工作中的作用是不容忽视的。课堂提问的有效性对课堂教学的效果起着制约作用,现如今我国大部分的中学物理课堂上都存在着低效甚至是无效的提问,因此对高中物理课堂提问有效性的现状调查及对策研究具有实质性的意义。撰写论文前期,本人阅读了大量的参考文献,从中提取了有价值的部分,并对整理出的资源归纳分类,初步洞悉了当前我国和其他国家对课堂提问的探究深度,得出了课堂提问有效性的定义和理论基础。以所获取的信息为基础,制成了“高中物理课堂提问有效性的评价标准”,并以此为依据,对本人所实习的新疆昌吉州第二中学的物理教师和学生进行了有关高中物理课堂提问现状的问卷调查。本论文主要通过观看课堂实际教学、教师填写相关问卷以及学生填写相关问卷来汇集信息。通过对所汇集的信息的加工处理,得出目前高中物理课堂上提问的有效性的现况。调查的结果显示,目前高中物理课堂提问有效性差的原因主要有以下5个方面：(1)物理课堂上学生的主动性差；(2)教师忽略了课堂提问时的语气和态度；(3)部分教师对学生的回答不能及时评价作出反馈；(4)部分教师对课堂提问不够重视；(5)教师对课堂提问的有效性认识不够。针对以上出现的这些问题,笔者通分析研究,提出以下策略：1、使教学评价模式变得多样化2、调整物理教学课时3、教师应通过多途径学习教育教学知识4、掌握有效物理课堂提问的技能(1)提问要有目的性(2)提问要有合理性(3)提问要抓住恰当的时机(4)问题要面向每一个学生(5)教师对提问要做出恰当的反馈在提出相关策略后,本人又选取了高中物理优秀教案中的一节内容作为案例,根据“课堂提问有效性的评价标准”,对该节教案中课堂提问的部分进行了分析,并与实际的物理课堂上的提问情况进行了对比。在本文的最后一部分,本人总结了本研究的结果以及研究中的不足。
[Abstract]:In the new round of curriculum reform in our country, we should stress the main position of the students in the classroom, and pay attention to the interactive communication with the students in the process of teaching so as to achieve the common development between the teachers and the students. In the normal teaching process, classroom questioning is the basic way for teachers to interact with students. Efficient classroom questioning can not only stimulate the enthusiasm of students to learn, active classroom atmosphere, but also help to achieve the teaching goals, so the role of classroom questioning in teaching work can not be ignored. The effectiveness of classroom questioning restricts the effectiveness of classroom teaching. Nowadays, there are inefficient or even invalid questions in most middle school physics classes in our country. Therefore, the investigation of the effectiveness of high school physics classroom questioning and the research of countermeasures have substantial significance. In the early stage of writing the thesis, I read a lot of references, extracted some valuable parts, summarized and classified the resources, and preliminarily understood the inquiry depth of classroom questioning in our country and other countries. The definition and theoretical basis of the effectiveness of classroom questioning are obtained. Based on the information obtained, the evaluation criteria for the effectiveness of questioning in senior high school physics classroom are developed. The physics teachers and students of the second Middle School in Changji Prefecture, Xinjiang, were investigated with a questionnaire about the present situation of questioning in physics classroom. This paper gathers information by watching classroom teaching, teachers filling out relevant questionnaires and students filling out relevant questionnaires. By processing the collected information, the present situation of the validity of questioning in physics classroom is obtained. The results of the investigation show that the main reasons for the poor effectiveness of questioning in senior high school physics classroom are as follows: (1) the students' initiative in the physics classroom is poor; (2) the teacher neglects the tone and attitude of questioning in the classroom; (3) some teachers can not give feedback on students' responses in time; (4) some teachers do not pay enough attention to classroom questions; (5) teachers do not have enough understanding of the validity of classroom questions. In view of the above problems, the author makes a general analysis. This paper puts forward the following strategies: 1: 1, make the teaching evaluation mode become diversified 2, adjust the teaching time of physics teaching 3, teachers should learn the teaching knowledge of education through many ways, master the skills of asking questions in effective physics classroom (1) ask questions with purpose (2) put forward. Questions should be reasonable (3) questions should be taken at the right time (4) questions should be addressed to every student (5) teachers should give appropriate feedback on questions and after putting forward relevant strategies, I also selected a section of high school physics excellent teaching plan as a case, according to "the effectiveness of classroom questioning evaluation criteria", the section of the teaching plan of the classroom questioning part of the analysis, And compared with the actual physics classroom questioning situation. In the last part of this paper, I summarize the results of this study and the shortcomings of the study.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7
本文编号：2221207
[Abstract]:In the new round of curriculum reform in our country, we should stress the main position of the students in the classroom, and pay attention to the interactive communication with the students in the process of teaching so as to achieve the common development between the teachers and the students. In the normal teaching process, classroom questioning is the basic way for teachers to interact with students. Efficient classroom questioning can not only stimulate the enthusiasm of students to learn, active classroom atmosphere, but also help to achieve the teaching goals, so the role of classroom questioning in teaching work can not be ignored. The effectiveness of classroom questioning restricts the effectiveness of classroom teaching. Nowadays, there are inefficient or even invalid questions in most middle school physics classes in our country. Therefore, the investigation of the effectiveness of high school physics classroom questioning and the research of countermeasures have substantial significance. In the early stage of writing the thesis, I read a lot of references, extracted some valuable parts, summarized and classified the resources, and preliminarily understood the inquiry depth of classroom questioning in our country and other countries. The definition and theoretical basis of the effectiveness of classroom questioning are obtained. Based on the information obtained, the evaluation criteria for the effectiveness of questioning in senior high school physics classroom are developed. The physics teachers and students of the second Middle School in Changji Prefecture, Xinjiang, were investigated with a questionnaire about the present situation of questioning in physics classroom. This paper gathers information by watching classroom teaching, teachers filling out relevant questionnaires and students filling out relevant questionnaires. By processing the collected information, the present situation of the validity of questioning in physics classroom is obtained. The results of the investigation show that the main reasons for the poor effectiveness of questioning in senior high school physics classroom are as follows: (1) the students' initiative in the physics classroom is poor; (2) the teacher neglects the tone and attitude of questioning in the classroom; (3) some teachers can not give feedback on students' responses in time; (4) some teachers do not pay enough attention to classroom questions; (5) teachers do not have enough understanding of the validity of classroom questions. In view of the above problems, the author makes a general analysis. This paper puts forward the following strategies: 1: 1, make the teaching evaluation mode become diversified 2, adjust the teaching time of physics teaching 3, teachers should learn the teaching knowledge of education through many ways, master the skills of asking questions in effective physics classroom (1) ask questions with purpose (2) put forward. Questions should be reasonable (3) questions should be taken at the right time (4) questions should be addressed to every student (5) teachers should give appropriate feedback on questions and after putting forward relevant strategies, I also selected a section of high school physics excellent teaching plan as a case, according to "the effectiveness of classroom questioning evaluation criteria", the section of the teaching plan of the classroom questioning part of the analysis, And compared with the actual physics classroom questioning situation. In the last part of this paper, I summarize the results of this study and the shortcomings of the study.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.7
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相关期刊论文 前8条
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