基于评价量表的高中生物课堂提问有效性的研究
发布时间：2018-11-16 14:05
【摘要】：在课堂中,教师与学生之间的交流非常重要,而在交流过程中,问答形式占据了大部分的比重,起到了举足轻重的作用。随着全国新课程改革不断发展,提高课堂提问的有效性,既是提高教育教学生产力的要求,也是培养学生发现问题、解决问题能力的要求。如何在生物课堂教学中体现以学生发展为本的主导理念,呼唤教师实施有效教学,实现学生有效学习,这也已经成为学科教学中研究的重要课题。观摩优秀教师的课堂教学时发现他们的课堂往往非常有趣味性,很大的原因就是他们的提问艺术所表现出的魅力。要提高课堂教学的有效性,就要从提高课堂提问的有效性入手。但目前生物课堂提问中存在着一些误区,课堂中存在很多低效甚至无效的提问,这与新课改的要求是违背的,因而有必要探讨新课程背景下的高中生物课堂提问的有效性。本研究通过对以往教师教学中关于提问存在的问题,总结汇总不同的评价标准从课堂提问预设的有效性、课堂提问方式的有效性、课堂提问内容的有效性、教师课堂理答的有效性四个方面,编制出适合于高中生物课堂提问的评价量表,希望在今后的教学中,能够多以此量表为基准,评价与改进教师的课堂提问,使其更加有效。另外本研究通过对两位教师的同课异构进行分析比较,绘制出数据统计条形图,用来测试评价量表的可实施性与有效性,希望在以后更够进一步改进该评价量表。最后提出积极构建高中生物课堂提问有效性的策略,希望对以后教师的教学能有所帮助。通过对评价量表的实践,笔者得出以下几点结论:①对教师的专业化成长具有一定的促进作用;②能够促进学生的全面学习;③评价量表具有一定的实用性。不过本研究仍旧存在一些问题与不足,期望在未来能够进一步改进。
[Abstract]:In the classroom, the communication between teachers and students is very important, and in the process of communication, the form of question and answer occupies a large proportion and plays an important role. With the continuous development of the new curriculum reform in China, improving the effectiveness of classroom questioning is not only the requirement of improving the productivity of education and teaching, but also the requirement of cultivating students' ability to find and solve problems. How to embody the leading idea of student-oriented development in biology classroom teaching and call on teachers to carry out effective teaching and realize students' effective learning has become an important subject in subject teaching. When observing the classroom teaching of excellent teachers, it is found that their classroom is often very interesting, and the great reason is the charm of their art of asking questions. To improve the effectiveness of classroom teaching, we must improve the effectiveness of classroom questioning. However, there are some misunderstandings in biology classroom questioning at present. There are many inefficient and even invalid questions in the classroom, which is contrary to the requirements of the new curriculum reform, so it is necessary to explore the effectiveness of the biology classroom questioning in senior high school under the background of the new curriculum. This study summarizes and summarizes the different evaluation criteria from the presupposition effectiveness of classroom questioning, the effectiveness of classroom questioning methods, the effectiveness of classroom questioning content through the past teachers' teaching on the question of the existing problems, summed up the different evaluation criteria. In order to evaluate and improve teachers' classroom questioning in the future, this paper draws up an evaluation scale which is suitable for senior high school biology classroom questions in four aspects of the validity of classroom answers. It is hoped that the scale can be used as a benchmark in teaching in the future to evaluate and improve teachers' classroom questioning so as to make it more effective. In addition, by analyzing and comparing the isomerism of the two teachers, we draw a statistical bar chart to test the practicability and effectiveness of the evaluation scale, and hope to further improve the evaluation scale in the future. Finally, the author puts forward the strategies to construct the effectiveness of biology classroom questioning in senior high school, hoping to help the teachers in the future. Through the practice of the evaluation scale, the author draws the following conclusions: (1) promoting teachers' professional growth; (2) promoting students' overall learning; (3) evaluating the scale to a certain extent. However, there are still some problems and shortcomings in this study, which are expected to be further improved in the future.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
本文编号：2335719
[Abstract]:In the classroom, the communication between teachers and students is very important, and in the process of communication, the form of question and answer occupies a large proportion and plays an important role. With the continuous development of the new curriculum reform in China, improving the effectiveness of classroom questioning is not only the requirement of improving the productivity of education and teaching, but also the requirement of cultivating students' ability to find and solve problems. How to embody the leading idea of student-oriented development in biology classroom teaching and call on teachers to carry out effective teaching and realize students' effective learning has become an important subject in subject teaching. When observing the classroom teaching of excellent teachers, it is found that their classroom is often very interesting, and the great reason is the charm of their art of asking questions. To improve the effectiveness of classroom teaching, we must improve the effectiveness of classroom questioning. However, there are some misunderstandings in biology classroom questioning at present. There are many inefficient and even invalid questions in the classroom, which is contrary to the requirements of the new curriculum reform, so it is necessary to explore the effectiveness of the biology classroom questioning in senior high school under the background of the new curriculum. This study summarizes and summarizes the different evaluation criteria from the presupposition effectiveness of classroom questioning, the effectiveness of classroom questioning methods, the effectiveness of classroom questioning content through the past teachers' teaching on the question of the existing problems, summed up the different evaluation criteria. In order to evaluate and improve teachers' classroom questioning in the future, this paper draws up an evaluation scale which is suitable for senior high school biology classroom questions in four aspects of the validity of classroom answers. It is hoped that the scale can be used as a benchmark in teaching in the future to evaluate and improve teachers' classroom questioning so as to make it more effective. In addition, by analyzing and comparing the isomerism of the two teachers, we draw a statistical bar chart to test the practicability and effectiveness of the evaluation scale, and hope to further improve the evaluation scale in the future. Finally, the author puts forward the strategies to construct the effectiveness of biology classroom questioning in senior high school, hoping to help the teachers in the future. Through the practice of the evaluation scale, the author draws the following conclusions: (1) promoting teachers' professional growth; (2) promoting students' overall learning; (3) evaluating the scale to a certain extent. However, there are still some problems and shortcomings in this study, which are expected to be further improved in the future.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.91
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