小学数学课堂提问有效性研究

发布时间：2018-01-22 01:08

本文关键词： 小学数学有效提问提问策略　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：学而不思则罔,知识的获取,是发起于疑问的。学习的过程就是学生对于知识的疑问,经过思考得到解答。而当今课堂因为学生积极性调动差,导致课堂效率低下,学生不能高效的获取知识。本课题的研究宗旨在于,如何更好的调动学生的思考,抓住学生在课堂的宝贵时间,提高课堂效率值,采取的方式便是科学的设计课堂提问,形成高效的课堂提问。课堂提问是维系教师与学生双边关系的教学手段,形象地说,高效的课堂提问往往就像投入水池中的一颗石子,能使课堂这片水池波澜起伏、有声有色,激起学生思维的涟漪和心灵的浪花。课题研究的方向在于改变固有的教师为主体的课堂模式,讲究在教学之中以学生为教学中心,真正以学生为蓝本设计课堂问题,通过课堂提问调动学生的学习积极性,引导学生的思考方向。有效的数学课堂提问是培养学生创造能力的桥梁、火种与催化剂,可以激发学生兴趣,激活学生思维。课题通过对我校6位数学教师的14节数学课作为研究基础,从最真实的课堂取证,深入的研究了课堂提问的实际现状——课堂低效提问普遍存在,以及造成这样低效提问的的原因分析,通过举例与对比,寻找提高课堂有效提问的要素,思考提高课堂有效性提问的策略,例证提高课堂提问有效性的有效途径。其途径包括科学的设计课堂提问,把握提问时机,提问面对的目标应为全体学生个体,以及对课堂提问作一个合适高效的理答等。研究表明科学的设计课堂提问,不仅能够丰富课堂内容,调动学生的积极性,更是对教师自我素质的一种提高。作为课堂提问内容发起者,教师在设计课堂提问的过程能够加强教师对于教材内容的熟悉与掌握,对于学生要有全面的了解,严谨教学用语,科学的规划课堂教学时间等。课题的研究在实际教学推行中,把课题研究成果应用于实际教学中,通过对于实际应用教学的成果再次分析,反思课堂有效性提问在教学应用中的成长。全文以例举证,课堂提问有效性的提高,能够对于数学课堂教学有质的改善,教学从课堂抓起,课堂从提问抓起。
[Abstract]:Learning without thinking is labor lost, the acquisition of knowledge is initiated in doubt. The process of learning is that students' questions about knowledge are solved through thinking. But today's classroom is poor because of the enthusiasm of students. The purpose of this research is how to better mobilize the students' thinking, seize the precious time of the students in the classroom, and improve the efficiency of the classroom. The way to adopt is to design classroom questions scientifically and form efficient classroom questions. Classroom questioning is a teaching means to maintain the bilateral relationship between teachers and students, said vividly. Efficient classroom questioning is often like a stone in a pool of water, which can make the pool undulating and colorful. The direction of the research is to change the inherent teacher-centered classroom mode and pay attention to the student-centered teaching in teaching. It is a bridge to cultivate students' creative ability to design classroom questions based on students, arouse students' learning enthusiasm and guide students' thinking direction through classroom questioning. Fire and catalyst can stimulate students' interest and stimulate students' thinking. Through 14 math classes of 6 mathematics teachers in our school as the research basis, we can obtain evidence from the truest class. In-depth study of the actual situation of classroom questioning-classroom inefficient questions generally exist, and the causes of such inefficient questioning analysis, through examples and comparisons, to find to improve the classroom effective questioning elements. Consider the strategies to improve the effectiveness of classroom questioning, exemplify the effective ways to improve the effectiveness of classroom questioning, including the scientific design of classroom questioning, grasp the opportunity to ask questions, the goal of questioning should be all students individual. The research shows that the scientific design of classroom questioning can not only enrich the classroom content, arouse the enthusiasm of students. As the initiator of classroom questioning content, teachers can enhance the teachers' familiarity and mastery of the teaching materials and have a comprehensive understanding of the students in the process of designing classroom questioning. Rigorous teaching language, scientific planning of classroom teaching time, etc. The research of the subject is carried out in the actual teaching, the research results are applied to the actual teaching, and the results of the practical application teaching are analyzed again. Reflection on the growth of classroom effective questioning in teaching application. The full text takes an example to prove that the improvement of classroom questioning effectiveness can improve the mathematics classroom teaching qualitatively. The teaching starts from the classroom and the classroom from the questioning.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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