小学数学教师课堂提问有效性研究

发布时间：2018-01-27 06:08

本文关键词： 小学数学教师课堂提问有效性策略　出处：《杭州师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：课堂提问在小学数学教学中扮演着非常重要的角色,教师有效课堂提问是教学对话的关键、有效教学的核心,提高课堂提问的有效性是小学数学教师适应未来教育,促进专业化发展的需要,同时,实际的课堂提问教学实践中还存在许多问题,值得我们深入剖析。本文聚焦小学数学教师课堂提问的有效性研究,以对话教学理论、建构主义学习理论、元认知理论、小学生学习数学的思维与心理特点理论为指导,通过文献查阅、随堂听课、课堂实录、问卷调查和教师访谈等方式收集数据和资料,并进行统计和分析,总结出当前小学数学教师课堂提问存在的问题,剖析问题背后的原因并提出相应提高提问有效性的策略。本研究主要对十一位小学数学教师的课堂进行听课观察和分析,随堂听课三十多节,从中选取了两节有代表性的课《三位数乘两位数》和《单价数量总价的关系》进行课例研究并对五位小学数学教师进行了深度访谈。本研究在两所小学进行了八个班级的学生问卷和二十余位教师问卷的调查。收集的数据通过SPSS软件进行整理和分析。研究表明:小学数学教师在课堂提问中主要存在以下几个问题:教师提问设计有待改善、教师提问后等待时间不足、教师挑选回答问题的形式不够灵活、教师评价方式有待完善、课堂提问以教师提问为主。导致上述现象的原因主要是:教师教学理念不完善和教师职业素质有待提高。最后,笔者探讨了提高小学数学教师课堂提问有效性的策略:首先教师更新教学理念,提升素质;其次有效提问设计要有层次性、逻辑性、开放性,有效提问要使用合理的语言构建清晰的问题、提问要面向全体、给予等待时间、改进评价策略;最后要使用有效提问反思策略。
[Abstract]:Classroom questioning plays a very important role in primary school mathematics teaching. Effective classroom questioning is the key to teaching dialogue and the core of effective teaching. To improve the effectiveness of classroom questioning is the need for primary school mathematics teachers to adapt to the future education and promote professional development. At the same time, there are still many problems in the actual classroom questioning teaching practice. This paper focuses on the effectiveness of primary school mathematics teachers' classroom questioning, with dialogue teaching theory, constructivism learning theory, metacognitive theory. Under the guidance of the theory of thinking and psychological characteristics of primary school students' learning mathematics, data and data are collected and analyzed through literature review, lectures, classroom records, questionnaires and teachers' interviews. Summarize the problems existing in the classroom questioning of primary school mathematics teachers. Analyze the reasons behind the problem and put forward the corresponding strategies to improve the effectiveness of questioning. This study mainly focuses on the observation and analysis of 11 primary school mathematics teachers' lectures, with more than 30 sessions. Two representative classes < three digits multiplied by two digits > and < the relation of the total price of unit quantity] were selected to carry out a case study and in-depth interviews with five primary school mathematics teachers. This study carried out eight in two primary schools. A survey of students' questionnaires and more than 20 teachers' questionnaires was conducted in each class. The collected data were collected and analyzed by SPSS software. The results showed that:. There are the following problems in the classroom questioning of primary school mathematics teachers: the design of teachers' questions needs to be improved. The waiting time is not enough after teachers ask questions, the form of teachers choosing and answering questions is not flexible enough, and the evaluation methods of teachers need to be improved. The main causes of the above phenomenon are: teachers' teaching concept is imperfect and teachers' professional quality needs to be improved. Finally. The author discusses the strategies to improve the effectiveness of classroom questioning of primary school mathematics teachers: firstly, teachers renew their teaching concepts and improve their quality; Secondly, the design of effective questioning should be hierarchical, logical and open. The effective questioning should use reasonable language to construct clear questions, which should face the whole, give the waiting time and improve the evaluation strategy. Finally, we should use effective question reflection strategy.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5

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