内地西藏班初中数学教师课堂提问行为案例研究

发布时间：2018-03-20 15:02

本文选题：教师提问行为　切入点：学生回答类型　出处：《中央民族大学》2017年硕士论文　论文类型：学位论文

【摘要】：本文选取A、B两省内地西藏中学的六节初中数学课堂实录作为研究对象,课型为新授课,其中三节代数课,三节几何课。本研究旨在通过对这六节实录的案例分析得到西藏内初班数学课堂教师提问行为的特点和问题,并给予相应的建议。本文的研究过程:第一步进行文献研究,在阅读大量文献的基础上,明确本文的研究背景和意义,梳理相关文献,确定研究方法——视频观察法、文本分析法和量化研究,并选取研究对象;第二步进行研究设计,将所选取的六节课堂实录中的提问性语言和回答语言逐句转录成文本,通过对课堂提问性语言的文献研究,并结合西藏内初班课堂实录的特点构建编码框架。教师提问类型分为无意识、验证性、识记性、复述性、提示性、理解性、评价性提问7种类型。其中无意识提问称为无效提问,验证性、识记性、复述性、提示性提问称为简单提问,理解性、评价性提问称为复杂提问。按照教师让学生回答的不同方式,将教师提问方式分为不用作答、学生群体回答、指定某个小组代表回答、指定某个学生回答、教师自问自答、师生共同回答六种类型。其中指定某个小组代表回答和指定某个学生回答称为控制型提问,学生群体回答和师生共同回答称为自由型提问。结合教师的提问,将学生的回答按学生解决问题的认知程度分为无答、附和性、识记性、理解性和创造性回答,其中前三种归为低认知水平的回答,后两种归为高认知水平的回答。第三步根据编码框架对转录的脚本行逐句进行编码。第四步对编码所获得的数据进行量化分析。第五步得出结论、发现问题,并提出建议。本文的主要结论为:六位教师的简单提问普遍高于复杂提问,其中提示性提问所占的比例比较高。在不同的教学环节中,C1、C2、C3、C5课堂中讲解新课环节教师的提问最多,C4和C6课堂中巩固练习环节教师的提问最多,这种情况与以往传统课堂的互动特点比较一致。在提问方式中自由型提问多于控制型提问,其中让学生群体回答的方式最多,其次是指定某个学生回答,教师自问自答的方式非常少,说明教师与学生的互动较为良好。六堂课中学生的低认知水平回答多于高认知水平的回答,其中C1、C2、C3、C4、C6课堂中,学生的附和性回答较多,由此可知,西藏内初班的学生在数学课堂上回答问题时更多的愿意附和老师或极少数学生的回答来作答。六堂课中学生的创造性回答几乎为零,学生的思考能力和创新能力有待于提高。最后根据研究发现教师的复杂提问和控制型提问方式都对学生的高认知回答水平有一定的影响,故教师应注重对问题的设计,以提高学生的回答水平和思考能力。结合上述研究结论,针对教师的提问类型和提问方式中较为突出的现象加以分析,并对"是不是"问题和"满堂问"问题进行探讨。
[Abstract]:This paper selects six junior middle school mathematics classroom records of Tibetan middle school in the two provinces of Ajib as the research object, the class type is the new teaching, among them three algebra courses, The purpose of this study is to find out the characteristics and problems of the teachers' questioning behavior in the first class of mathematics class in Tibet by analyzing the six recorded cases, and to give corresponding suggestions. The research process of this paper is as follows: the first step is to carry out the literature research. On the basis of reading a large number of documents, this paper clarifies the research background and significance, combs the related literature, determines the research method-video observation method, text analysis method and quantitative research, and selects the research object. The question language and answer language are transcribed into the text sentence by sentence, and the literature on the questioning language in the classroom is studied. According to the characteristics of the first class in Tibet, the author constructs the coding framework. The teachers' questioning is classified into unconscious, confirmatory, memorizing, retelling, prompting and understanding. There are 7 types of evaluative questions, in which unconscious questions are called invalid questions, confirmatory questions, memorization, repetition, and prompt questions are called simple questions, comprehensible questions, Evaluation questions are called complex questions. According to the different ways that teachers ask students to answer, teachers are divided into non-answering, student group answering, appointing a group representative to answer, appointing a student to answer, and the teacher asking and answering himself. Teachers and students answer six types of questions together. One group representative answers and one student answers questions called control questions. Student group answers and teachers answer questions together are called free questions. According to the students' cognitive level of problem-solving, the students' answers were classified as non-answer, echo, memorization, comprehension and creative answer, the first three of which were classified as low-cognitive answers. The third step encodes the lines of the transcribed script sentence by sentence according to the coding framework. Step 4th quantifies the data obtained from the encoding. 5th steps draw conclusions and discover the problem. The main conclusions of this paper are as follows: six teachers' simple questions are generally higher than complex ones. Among them, the proportion of indicative questions is relatively high. In different teaching links, the teachers' questions in explaining the new courses are the most, and the teachers' questions in the consolidation exercises are the most in the C _ 4 and C _ 6 classrooms. This situation is consistent with the interaction characteristics of the traditional classroom. In the way of asking questions, the free type of questions is more than the controlled type of questions, among which the students' groups answer the most, the next is to designate a student to answer. There are very few ways for teachers to ask and answer themselves, which shows that the interaction between teachers and students is relatively good. The low cognitive level answers of middle school students in six classes are more than those with high cognitive level, and in the C1C2C2C3C3C4C6 classroom, the students have more echoing answers, which can be seen from this. Students in the first class in Tibet are more willing to answer questions in math classes by echoing the answers of teachers or a very small number of students. The creative answers of middle school students in six classes are almost zero. The students' thinking ability and innovation ability need to be improved. Finally, according to the research, it is found that the teachers' complex questioning and controlling questioning methods have a certain influence on the students' high cognitive level of answer, so the teachers should pay attention to the design of the questions. In order to improve the students' ability of answering and thinking, combined with the above conclusions, this paper analyzes the more prominent phenomena in the teachers' types of questions and ways of questioning, and probes into the questions of "whether or not" and "full of questions".
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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