小学语文教师课堂提问评价工具研究

发布时间：2018-01-17 17:38

本文关键词：小学语文教师课堂提问评价工具研究　出处：《淮北师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：课堂提问是课堂教学过程中的经常性行为,是教师了解学生学习准备、诊断学生学习困难、考察学生学习效果的便捷且重要手段,是教师激发和保持学生学习动机、构建课堂意义情境和师生交互的有效方式,是实现教学目标、培养学生批判性思维能力的重要途径。课堂提问质量直接影响课堂教学效果,也在一定程度上反映了教师的教学能力水平。因此,研制评价课堂提问质量的工具对提高课堂教学质量、有效地进行教学管理、促进教师教学能力发展都有重要的理论和实践意义。本研究旨在研制有效的小学语文教师课堂提问评价工具。在文献调研、实际课堂观察和理论研究的基础上,根据小学语文教师课堂提问的特点,系统地梳理了前人的相关研究成果,设计生成了两种小学语文教师课堂提问评价工具——《小学语文教师课堂提问观测评价剖析表》和赋权重的《小学语文教师课堂提问评价表》。通过两种评价工具在小学语文真实课堂中的运用,考察了评价工具的有效性。本论文包括五个章节。第一章在文献综述的基础上介绍了问题的提出背景、陈述了选题的意义、讨论了两种小学语文教师课堂提问评价研究的总体思路。第二章介绍了两种评价工具开发研究的理论基础和方法基础,相关核心概念的界定、课堂提问评价工具的要求和课堂提问评价工具设计理论基础和方法基础。第三章陈述了《小学语文教师课堂提问观测评价剖析表》的开发过程,主要从研究思路、数据收集、数据整理、研究结果等方面介绍了小学语文教师课堂提问行为观测评价工具——《小学语文教师课堂提问观测评价剖析表》的开发基本过程。第四章介绍了《小学语文教师课堂提问评价表》的开发过程。在前人关于课堂提问评价工具的基础上,利用评价指标赋值排序法和“秩和运算法”开发出赋权重的《小学语文教师课堂提问评价表》工具。第五章介绍了《小学语文教师课堂提问观测评价剖析表》和赋权重的《小学语文教师课堂提问评价表》的运用。试图利用两个评价工具对实际课堂提问进行评价,借助与专家教师的交流,进一步对评价工具有效性进行检验。最后对本研究的合理性与不足之处进行了反思,期望能对后续的相关研究提供有效的帮助。
[Abstract]:Classroom questioning is a regular behavior in the course of classroom teaching. It is a convenient and important means for teachers to understand students' study preparation, to diagnose students' learning difficulties and to investigate students' learning effects. It is an effective way for teachers to stimulate and maintain students' learning motivation, to construct meaningful situations in the classroom and to interact with teachers and students. It is also an effective way to achieve teaching objectives. It is an important way to cultivate students' critical thinking ability. The quality of classroom questioning directly affects the effect of classroom teaching, and to some extent reflects the level of teachers' teaching ability. Developing a tool to evaluate the quality of classroom questioning can improve the quality of classroom teaching and effectively carry out teaching management. It is of great theoretical and practical significance to promote the development of teachers' teaching ability. The purpose of this study is to develop an effective evaluation tool for Chinese teachers' classroom questioning in primary schools. On the basis of literature research, practical classroom observation and theoretical research. According to the characteristics of primary school Chinese teachers' classroom questioning, this paper systematically combs the related research results of predecessors. This paper designs and generates two kinds of evaluation tools for primary school Chinese teachers' classroom questioning: the Analytical Table of classroom observation and Evaluation of Primary School Chinese Teachers' questioning and the weighted Evaluation Table of Primary School Chinese Teachers' classroom questioning. To use in the real classroom of primary school Chinese. This paper includes five chapters. The first chapter introduces the background of the question and the significance of the topic on the basis of literature review. The second chapter introduces the theoretical and methodological basis of the development of the two evaluation tools, and the definition of relevant core concepts. The requirements of classroom questioning evaluation tools and the theoretical and methodological basis of the design of classroom questioning evaluation tools. Chapter three describes the development process of the Analytical Table of classroom questioning and Evaluation of Primary School Chinese Teachers. Mainly from the research ideas, data collection, data collation. This paper introduces the basic process of the development of the observation and evaluation tool of primary school Chinese teachers' classroom questioning behavior from the aspects of the research results. Chapter 4th introduces the "Primary School Chinese Teachers' observation and Evaluation Table of classroom questioning". Chapter 4th introduces the "Primary School Chinese Teachers". The Development process of classroom questioning Evaluation form. Based on the previous evaluation tools of classroom questioning. Evaluation index assignment ranking method and "rank sum operation method" This paper develops a tool called "Evaluation Table of Primary School Chinese Teachers' classroom questioning", which has the weight of empowerment. Chapter 5th introduces the Analytical Table of observation and Evaluation of Primary School Chinese Teachers' classroom questioning and the weighted "Evaluation Table of Primary School Chinese Teachers' classroom questioning". Try to use two evaluation tools to evaluate the actual classroom questioning. With the help of the communication with the expert teachers, the validity of the evaluation tools is further tested. Finally, the rationality and shortcomings of this study are reconsidered, which is expected to provide effective help for the subsequent relevant research.
【学位授予单位】：淮北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.2

【相似文献】