美国中小学教师课堂提问技术研究

发布时间：2018-01-29 03:58

本文关键词： 课堂提问技术中小学教师美国　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：提问是良好的交流基础。课堂提问是教师使用最广泛的教学方法,是老师与学生交流的工具,是课堂互动的方式,是有效教学的组成部分。好的、引人入胜的教学始终关心提问。提问的好坏影响到教学的质量。美国研究者致力于教师课堂提问行为研究,研究成果颇丰,提出了很多可借鉴的提问技术,如问题的等级、类型要合适;熟练使用提问策略;遵守提问原则等。提问水平的高低与提问的类型,策略和原则是分不开的。本论文对美国学者研究的课堂提问技术进行了概述分析,着重论述了美国学者的研究成果,最后反思他们的研究成果并从中得到的一些启发,老师应该掌握提问技术,从而提高教学和学习效率。希望对职前和在职的教师们提供一些借鉴和启示。论文共分为五个章节。首先,绪论部分阐明研究的缘由,概述国内外对于美国教师课堂提问技术的研究情况,对文中涉及的核心概念进行界定,简要介绍本文的研究思路及研究方法。第一章论述明确提问的目的和价值,总结美国学者对此问题研究得出的结论。作为教师,要明白提问这个问题的目的是什么。第二章主要概述了课堂问题的类型。问题分类多样化,不同的研究者按不同的方式进行分类。本章从问题分类体系进行归类,分为二级分类体系和多级分类体系。第三章对老师应该遵守的提问原则进行阐述,主要围绕教师课堂提问行为进行分析而得出提问原则,关注教师和学生两个方面。第四章分析课堂提问策略。主要从问题表述要清晰、详细而精确;提有效的问题;提各种水平的问题;给予学生回答问题思考时间等八个方面来分析,从而能更好的使用这些策略。第五章是对美国教师课堂提问技术研究的反思和启示,主要是关注职前和在职教师提问技术训练,让老师真正改善提问技术。
[Abstract]:Questioning is a good basis for communication. Classroom questioning is the most widely used teaching method, a tool for teachers to communicate with students, a form of classroom interaction, and an integral part of effective teaching. Attractive teaching always cares about questioning. The quality of questioning affects the quality of teaching. American researchers devote themselves to the research of teachers' questioning behavior in classroom, and the research results are abundant, and put forward a lot of questions that can be used for reference. Such as the level of the problem, the type should be appropriate; Skillful use of questioning strategy; The level of questioning is inseparable from the types, strategies and principles of questioning. This paper gives an overview of the classroom questioning techniques studied by American scholars. This paper focuses on the research results of American scholars, and finally reflects on their research results and gets some inspiration from them. The teacher should master the questioning technology. In order to improve the efficiency of teaching and learning, I hope to provide some reference and inspiration to teachers before and on the job. The thesis is divided into five chapters. First, the introduction explains the reasons of the research. This paper summarizes the research situation of American teachers' classroom questioning technology at home and abroad, and defines the core concepts involved in this paper. The first chapter discusses the purpose and value of clear questions, summarizes the conclusions of American scholars on this issue, as a teacher. To understand the purpose of asking this question. The second chapter summarizes the types of classroom questions. Different researchers classify according to different ways. This chapter classifies the problem classification system into two levels of classification system and multi-level classification system. The third chapter discusses the principles teachers should abide by. Focusing on the analysis of teachers' questioning behavior in the classroom, the author draws the principle of questioning, pays close attention to the two aspects of teachers and students. Chapter 4th analyzes the strategies of classroom questioning, mainly from the perspective of clear, detailed and accurate expression of questions; Ask valid questions; To ask questions at various levels; To give students time to answer questions and other eight aspects to analyze, so as to better use these strategies. Chapter 5th is the reflection and inspiration of American teachers' classroom questioning technology research. Focus on pre-service and on-the-job teachers ask questions technical training, so that teachers really improve their questioning skills.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.4

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