小学数学课堂提问的有效性策略研究

发布时间：2018-09-09 19:27

【摘要】：课堂提问是课堂教学中十分重要的部分,它将教师、学生、教材有效地结合在了一起,课堂提问的成功与否关系着一节课的课堂效率,然而当前我国小学数学课堂提问还存在着诸多问题,课堂提问达不到预期的效果,这种状况也引起了一线教师及教育研究人员的高度重视,许多学者和教师就课堂提问策略问题开展了深入研究,并提出了自己的观点。然而,就笔者看来,目前小学数学课堂中提问的实效性不高的问题并没有很好地解决,这也直接阻碍数学课堂教学的质量的提升,因而,在新课改背景下探讨小学数学课堂提问问题,是非常有必要的。本文是关于小学数学课堂教学中课堂提问策略的专题研究。笔者选择所工作的郑州市东三马路小学为研究的样本单位,主要采取学生问卷、教师访谈及随堂观察等调查方法,揭示出当前小学数学课堂提问中遇到的问题,并分析了出现这些问题的原因,在此基础上初步给出了提高小学数学课堂提问有效性的策略与建议,希望藉此研究为广大教师的教学改进提供有益的借鉴与帮助。本文共分四部分:第一部分为导论,阐明了本文写作的原因、研究的目的和研究的意义、写作的基本思路和方法,并对现有的研究成果进行了梳理和综述。第二部分对小学数学课堂提问的现状进行调查,选取郑州市某小学为调查对象,通过学生问卷、教师访谈和课堂观察等方式,对当前小学数学课堂提问的现状进行了较全面的考察和描述。第三部分在充分了解小学数学课堂提问现状的基础上对存在的问题进行了总结归纳,对问题形成的原因进行了初步分析。第四部分对提高小学数学课堂提问有效性的策略进行了探讨。笔者认为,要提高小学数学课堂提问的有效性,可以采取以下几种措施:明确课堂提问的目的性;注重问题设计的创造性;把握问题认知的层次性;注意提问范围的广泛性。
[Abstract]:Classroom questioning is a very important part of classroom teaching. It combines teachers, students and textbooks effectively. The success of classroom questioning is related to the classroom efficiency of a class. However, at present, there are still many problems in the mathematics classroom questioning in primary schools in our country. The classroom questions cannot achieve the expected effect. This situation has also aroused the high attention of teachers and educational researchers. Many scholars and teachers have carried out in-depth research on classroom questioning strategies and put forward their own views. However, as far as the author is concerned, the problem of low effectiveness of asking questions in primary school mathematics classroom is not well solved, which directly hinders the improvement of the quality of mathematics classroom teaching. It is necessary to probe into the questions in primary school mathematics class under the background of new curriculum reform. This paper is a thematic study on classroom questioning strategies in primary school mathematics classroom teaching. The author chooses Dongsanlu Primary School in Zhengzhou City as the sample unit of the study, and mainly adopts the methods of student questionnaire, teacher interview and observation with the class to reveal the problems encountered in the mathematics classroom questioning in primary schools at present. Based on the analysis of the causes of these problems, this paper gives some suggestions and strategies to improve the effectiveness of primary school mathematics classroom questioning, hoping that the research can provide useful reference and help for teachers' teaching improvement. This paper is divided into four parts: the first part is the introduction, which clarifies the reasons, the purpose and significance of the research, the basic ideas and methods of writing, and summarizes the existing research results. The second part investigates the present situation of mathematics classroom questioning in primary school, and selects a primary school in Zhengzhou as the object of investigation, through student questionnaire, teacher interview and classroom observation, etc. This paper makes a comprehensive investigation and description of the present situation of primary school mathematics classroom questioning. The third part summarizes the existing problems on the basis of fully understanding the present situation of primary school mathematics classroom questioning, and makes a preliminary analysis of the reasons for the formation of the problems. The fourth part discusses the strategies to improve the effectiveness of primary school mathematics classroom questioning. The author believes that in order to improve the effectiveness of primary school mathematics classroom questioning, the following measures can be taken: to clarify the purpose of classroom questioning; to pay attention to the creativity of question design; to grasp the hierarchy of question cognition; and to pay attention to the wide range of questions.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

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