小学数学课堂提问的多维分析与教学建议

发布时间：2018-02-22 04:13

本文关键词： 小学数学课堂提问多维分析教学建议　出处：《陕西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：课堂提问作为一种重要的教学手段和教学方式有着悠久的历史,并在现代课堂教学中被频繁使用。随着课改的深入,越来越多的教育工作者和研究者发现,课堂提问对于组织活泼生动的教学活动、培养学生良好的学习习惯及提高学生学习效率都有重要的作用。通过分析已有的研究,笔者发现我国目前关于课堂提问的研究大多集中于对教师提问技巧、提问方式、提问频率等方面的探讨,缺乏结合具体学科课堂提问的研究,也没有针对不同学段学生课堂学习的特征加以区分,因此结论较为宽泛笼统。为了使课堂提问研究的结论更加丰富和有针对性,笔者选取具体的小学学段数学课堂上的提问活动进行深入全面的研究,并将课堂提问所关注的主体从教师拓展到教师和学生群体。笔者首先在绪论部分探讨了选题的背景和意义,在第2章文献综述部分介绍了国内外数学课堂提问方面的相关研究成果和存在的不足,为文章的主干部分的研究做准备。本文的主干部分是第3章小学数学课堂的多维分析和第4章小学数学课堂提问的教学建议,在第5章反思与展望部分对全文进行总结和概括。笔者通过查阅文献、对实际课堂教学活动的观察和对网络课堂教学录像的分析、以及对教师和学生访谈等方法对小学数学课堂进行多维度分析,以便对小学数学课堂提问有更加详尽的研究。笔者将小学数学课堂提问分为三个维度,分别是提问主体维度、提问类型维度和提问时空维度,并对每个维度进行了细化和具体的分析研究。针对主体维度分为教师提问和学生提问两个部分进行研究；根据提问类型维度分为提问的类型、提问的作用两个方面进行研究；根据提问的时空维度分为时间维度和空间维度来对课堂提问进行具体的研究,时间维度方面分为教师提问后的等待时间和教师对学生回答的理答时机两个层面,空间维度方面分析了“秧田型”课堂空间中教师提问与学生座位的关系。笔者在小学数学课堂提问的建议部分,对目前我国小学数学课堂提问活动存在的不足之处进行了分析。并根据存在的不足,并结合第3章小学数学课堂的多维分析,对小学数学课堂提问提出一些教学建议,并对这些建议进行了具体论述。这些建议可以帮助小学数学课堂教学活动取得更好的教学效果,让学生不仅学到数学知识,更可以激发学生的数学学习兴趣、培养学生的问题意识。笔者在小学数学课堂提问的反思与展望部分对全文进行总结和概括,总结了在小学数学课堂提问活动中存在的弊端和不足,以及随着课改进行取得的一些进步与成功。并展望了小学课堂提问活动中教师和学生都拥有的广阔的提升空间和构建和谐数学课堂的可能性,为后续的相关研究做准备。
[Abstract]:As an important teaching method and teaching method, classroom questioning has a long history and is frequently used in modern classroom teaching. With the deepening of curriculum reform, more and more educators and researchers find that, Classroom questioning plays an important role in organizing lively teaching activities, cultivating students' good study habits and improving students' learning efficiency. The author finds that most of the researches on classroom questioning in our country focus on teachers' questioning skills, ways and frequency of questioning, and lack of research on classroom questioning combined with specific subjects. The conclusion is broad and general. In order to make the conclusions of the classroom questioning research more rich and targeted, The author chooses the specific elementary school mathematics section mathematics classroom question activity to carry on the thorough comprehensive research, In the introduction part, the author discusses the background and significance of the topic. In chapter 2, the literature review introduces the related research results and shortcomings of mathematics classroom questioning both at home and abroad. The main part of this paper is the multidimensional analysis of the primary mathematics classroom in Chapter 3 and the teaching suggestions of the questions in the elementary mathematics classroom in Chapter 4. In chapter 5, the author summarizes and generalizes the full text. By consulting the literature, the author observes the actual classroom teaching activities and analyzes the video of the online classroom teaching. As well as interviews with teachers and students to carry on the multi-dimensional analysis to the elementary school mathematics classroom, in order to have the more detailed research to the elementary school mathematics classroom question. The author divides the primary school mathematics classroom question into three dimensions, respectively is the question subject dimension. The main dimension is divided into two parts: teacher question and student question; according to the question type dimension, the question type is divided into the type of question, and the main body dimension is divided into two parts: the type of question and the type of question, according to the dimension of question type, the main body dimension is divided into two parts. According to the space-time dimension of the question, it is divided into time dimension and space dimension to carry on the concrete research to the classroom question. The time dimension is divided into two levels: the waiting time after the teacher asks the question and the timing of the teacher's answer to the student. In terms of spatial dimension, this paper analyzes the relationship between teachers' questions and students' seats in the "Yangtian" classroom space. This paper analyzes the shortcomings of the classroom questioning activities in primary school mathematics in our country, and puts forward some teaching suggestions on the questions in primary mathematics classroom according to the deficiency and the multidimensional analysis of primary mathematics classroom in Chapter 3. These suggestions can help primary school mathematics classroom teaching activities to achieve better teaching results, so that students can not only learn mathematics knowledge, but also stimulate students' interest in mathematics learning. The author summarizes and generalizes the whole paper in the part of reflection and prospect of questioning in primary school mathematics classroom, and summarizes the shortcomings and shortcomings of questioning activities in primary school mathematics classroom. And with the progress and success of the curriculum reform, this paper looks forward to the wide space for teachers and students to improve their classroom questioning activities and the possibility of constructing a harmonious mathematics classroom, so as to prepare for the subsequent research.
【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】：G623.5

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