教师有效提问教学行为分析及培养策略研究

发布时间：2018-03-23 22:04

本文选题：有效　切入点：课堂提问　出处：《辽宁师范大学》2009年硕士论文

【摘要】： 有效的课堂提问能促进学生思维的发展、调动学生学习积极性。本人在长期的课堂观察中,发现教师的课堂提问大多是无效的甚至低效的。记忆性,重复性的问题充斥着课堂。也就是说教师提问行为表现不足以达到应有的价值。因此,提高教师课堂提问行为尤为迫切。如何提高教师课堂提问教学行为呢?本文首先使用课堂观察和对教师访谈的研究方法,分析教师有效课堂提问行为的构成要素,建立有效课堂提问行为编码系统。然后,再通过访谈优秀教师,了解影响教师有效提问行为形成的因素。最后,使用行动研究的方法制定培养策略。全文共五章。第一章是问题的提出,在这一章节,主要介绍笔者选“教师有效提问教学行为及培养策略”作为研究课题的原因,以及查阅的国内外有关课堂提问的文献,并指出做此课题研究有哪些实际和理论方面的价值。此外,这一章节也包括了研究本课题的思路和方法。在第二章,首先通过收集信息来确定教师有效课堂提问行为的构成因素,然后对构成因素进行编码、建立观察教师课堂提问行为的编码系统。在第三章将编码系统应用于实践。一是为了完善编码系统,二是为了判断好的课堂提问行为需要达到什么标准。实践研究以两个应用案例来说明。应用一:“同课异构”检验差异性。应用二:案例分析判断有效性。在实践应用案例分析后,获得改善我们新课程改革下的教师课堂提问行为的的启示。在第四章,笔者通过对优质课获奖教师访谈,分析教师有效课堂提问行为的形成因素——外部因素和内部因素。本文的第五章重点是培养教师有效课堂提问行为的两种策略,分别是专家培训策略和互助式自学策略。
[Abstract]:Effective classroom questioning can promote the development of students' thinking and arouse students' learning enthusiasm. In my long-term classroom observation, I found that teachers' classroom questioning is mostly ineffective or even inefficient. Repetitive questions fill the classroom. That is to say, the performance of teachers' questioning behavior is not enough to achieve their due value. Therefore, it is urgent to improve teachers' classroom questioning behavior. How to improve teachers' classroom questioning teaching behavior? In this paper, the author first analyzes the elements of effective classroom questioning behavior by using the methods of classroom observation and teacher interview, and establishes an effective classroom questioning behavior coding system. To understand the factors that affect teachers' effective questioning behavior. Finally, to formulate training strategies by using action research methods. There are five chapters in this paper. The first chapter is the question. In this chapter, the author mainly introduces the reasons why the author chooses "teacher's effective questioning teaching behavior and training strategy" as the research topic, and the literature about classroom questioning at home and abroad. It also points out the practical and theoretical value of doing this research. In addition, this chapter also includes the ideas and methods of studying this subject. First of all, by collecting information to determine the constituent factors of teachers' effective classroom questioning behavior, and then coding the constituent factors. To establish a coding system to observe teachers' questioning behavior. In Chapter 3, the coding system is applied to practice. One is to perfect the coding system. The second is to judge what standard a good classroom questioning behavior needs to meet. The practical research is illustrated by two application cases. Application one: "isomerism of the same class" test difference; application two: case analysis judgment validity. In practice. After applying the case study, In the fourth chapter, the author interviews the award-winning teachers in high quality classes. The fifth chapter focuses on the two strategies of cultivating effective classroom questioning behavior of teachers, namely, expert training strategy and mutual help self-study strategy.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G420

【引证文献】