前郭三中语文课堂有效提问现状调查与分析

发布时间：2018-06-23 06:21

本文选题：前郭三中 + 课堂提问　；参考：《延边大学》2016年硕士论文

【摘要】：师者在教学活动中,将为学生解决种种的疑难题目。语文课堂需要教师为学生设疑,所谓问题,就是指学生需要通过一番思考与探究或是需要教师的帮助才能解答的疑难处。所以,课堂提问这种虽说是比较陈旧的教学方式,却常常是被语文教师应用于课堂教学的。有效的课堂提问可以为学生设疑,激发学生的好奇心与求知欲,从而增加对学习的兴趣,同时也是师生之间一个很好的沟通手段。既然这样,问题的设计就显得尤为重要,问题各式各样,问题有优有劣,好的问题总能启迪学生的思维,发挥学生的想象力,让学生在知识的海洋里寻找到乐趣,高效的问题总能让课堂充满生趣,同时,教师也能够及时高效的完成教学目标。相反,无意义的问题对于课堂教学只能是浪费时间。尤其在如今初中语文课堂中,教师的提问还有着种种不足与欠缺,如问题偏离教学重难点,题目设计过于简单,题目太陈旧等。无趣味的课堂提问不但是浪费光阴,还会打消学生们探索的积极性,一点点磨灭孩子们的兴致。所以说,作为课堂的提问者教师,应引以为重,让课堂提问发挥其最大的应用价值。提高现阶段语文教学中提问的时效性是立在必行的,是我们值得研究的一项课题。本文针对前郭三中语文教学中问题的实用性进行了深入的探究与分析,其目的是对该校当前语文教学提问存在的欠缺与不足来归纳总结,在相关理论的指导下,并结合自己近七年的教学经验,对课堂提问提出了相应的整改建议,希望能够使该校的语文课堂提问更有价值,从而也能提升该校语文课堂教学的质量。前郭三中是一所重点初中,现拥有学生2400人左右,教职工共151人,此中一线教师120人,语文老师21人。本文以前郭三中作为研究目标,采取了问卷法、面对面访谈法、案例说明法和数据分析法等方式,对当前前郭三中语文教学中提问的情况做了周全、系统而深刻的探究。首先,笔者论述了本论文研究的目的与意义,对一些重要的概念做了界定。同时也阐明了相关的理论依据。其次,具体调查分析了教师课堂提问的内容及形式,学生回答问题的积极性与参与面。通过对前郭三中语文课堂提问现状的调查分析,发现存在的一些问题有：问题设计不合理、问题设计缺少层次性、问题陈旧而缺少创新,理答方式过于单一等。根据这些问题,笔者认真分析了出现这些问题的原因,发现课堂提问存在问题无非是来自老师和学生两方面的因素,在相关理论的指导下,结合自己的教学实践,深入思考后,提出了相应的改善建议是：科学合理的设计问题、问题设计要有层次性、提出有创新性的问题,给予恰当及时的评价。以上研究内容,是针对前郭县第三中学语文课堂有效提问现状做的调查与分析,这些研究对其他地区、其他学校的语文课堂有效提问也可以提供一定的参考价值。
[Abstract]:In the teaching activities, the teacher will solve all kinds of difficult problems for the students. Chinese classroom requires teachers to set up questions for students. The so-called questions refer to the difficulties that students need to think and explore or help them to solve. Therefore, although classroom questioning is an old teaching method, it is often applied to classroom teaching by Chinese teachers. Effective classroom questioning can set up questions for students, stimulate students' curiosity and curiosity, thus increase their interest in learning, and it is also a good means of communication between teachers and students. In that case, the design of the problem is especially important, the problem is all sorts of, the problem is good and bad, the good question can always enlighten the student's thought, the student's imagination, lets the student seek the pleasure in the sea of knowledge, Efficient questions can always make the classroom full of fun, at the same time, teachers can also timely and efficient completion of teaching goals. On the contrary, meaningless questions can only be a waste of time for classroom teaching. Especially in the junior middle school Chinese classroom, teachers' questions still have a variety of shortcomings and deficiencies, such as the problem deviates from the teaching difficulties, the title design is too simple, the topic is too old and so on. Uninteresting classroom questioning is not only a waste of time, but also discourages students from exploring and eroding children's interest. Therefore, as a questioner in class, teachers should be regarded as the most important, so that classroom questioning should be given full play to its application value. It is necessary to improve the timeliness of questioning in Chinese teaching at the present stage. This paper makes a deep exploration and analysis on the practicability of the problems in the Chinese teaching of the former Guo San Middle School, the purpose of which is to sum up the shortcomings and shortcomings of the current Chinese teaching questions in the school, and to summarize them under the guidance of the relevant theories. Combined with their teaching experience in the past seven years, the author puts forward the corresponding suggestions for the rectification of classroom questioning, hoping to make the Chinese classroom questioning in this school more valuable and thus to improve the quality of the classroom teaching of Chinese in this school. Former Guo San Middle School is a key middle school, now has about 2400 students, a total of 151 staff, this line of 120 teachers, 21 language teachers. This paper takes Qian-Guo San Middle School as the research goal, adopts the methods of questionnaire, face-to-face interview, case description and data analysis, and makes a thorough, systematic and profound inquiry into the situation of asking questions in the current Chinese teaching of the former Guo San Middle School. First of all, the author discusses the purpose and significance of this paper, and defines some important concepts. At the same time, it also clarifies the relevant theoretical basis. Secondly, the paper analyzes the content and form of teachers' classroom questioning, the students' enthusiasm and participation in answering the questions. Through the investigation and analysis of the present situation of the Chinese classroom questioning in the former Guo San Middle School, it is found that there are some problems such as unreasonable design of the problem, lack of hierarchy in the design of the problem, old and lack of innovation of the problem, too single way of answering and so on. According to these problems, the author carefully analyzes the causes of these problems, and finds that the problems in classroom questioning come from both teachers and students. Under the guidance of relevant theories, combined with my own teaching practice, I think deeply. The corresponding improvement suggestions are put forward: scientific and reasonable design problems, problem design should be hierarchical, and creative problems should be put forward, and appropriate and timely evaluation should be given. The above research content is an investigation and analysis of the current situation of effective Chinese classroom questioning in the third middle school of Qianguo County. These studies can also provide some reference value for other regions and other schools.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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