高中地理课堂教学中有效提问的研究
发布时间：2019-04-04 16:58
【摘要】：课堂提问是课堂教学的重要行为之一,对于教师组织教学、深化学生学习有重要意义。以往的课堂提问以质性研究为主,对教师的课堂提问诊断缺乏统一的评价标准,研究者一般通过调查获取目前高中地理课堂提问的现状,提出课堂有效提问的策略与建议。本文尝试以课堂观察为研究方法,从另一个视角对高中地理课堂有效提问进行研究。首先明确了高中课堂有效提问的目标即价值追求为促进学生思维发展、实现师生良好互动、促进教师专业发展。诊断课堂提问的有效性必须以科学的评价标准作为依据,本文尝试从地理学科的角度出发,以课堂提问为基础,建构高中地理课堂有效提问评价标准,确定了课堂提问预设有效性、课堂提问实施的有效性和课堂提问效果的有效性3个一级指标,共包含8个二级指标、28条评价标准内容。从提问问题有效、提问语言有效和学生回答有效的角度,体现地理学科的特色。通过对课堂观察量表的梳理和分析,选择数字化课堂观察平台中的“有效提问行为”观察量表作为观察工具,进行课堂提问的观察记录与分析。研究选取高中地理必修一的30节课例,以教师教龄为依据,选取新手型教师、经验型教师和专家型教师各10名教师,从教师提问阶段、候答阶段、学生应答阶段、教师理答阶段进行数据和教学片断分析。评价以观察数据的平均值为参考,依据高中地理课堂有效提问评价标准,诊断课堂提问的有效、低效或无效情况,发现不同专业发展水平的教师在提问方面存在的差异与问题。在此基础上,选取专家型教师的一节课例,呈现课堂提问的过程和设计思路,依据评价标准,对专家型教师进行有效提问的分析,提供高中地理课堂有效提问的典范。最后,针对存在的问题,提出高中地理课堂有效提问的策略,包括高中地理课堂问题设计策略、高中地理课堂提问实施策略和高中地理课堂提问反思策略。从问题类型多样化、提问语言有效、问题体现地理学科特色、给学生充足的思考时间、评价和完善学生回答、培养学生的问题意识、建立地理教师合作共同体、善于自我反思等方面为高中地理教师有效提问提出建议。
[Abstract]:Classroom questioning is one of the important behaviors of classroom teaching, and it is of great significance for teachers to organize teaching and deepen students' study. In the past, classroom questioning was mainly based on qualitative research, and there was no unified evaluation standard for teachers' classroom questioning diagnosis. Researchers generally obtained the present situation of high school geography classroom questioning through investigation, and put forward strategies and suggestions for effective classroom questioning. This paper attempts to use classroom observation as a research method to study effective questions in senior high school geography classroom from another perspective. Firstly, it is clear that the goal of effective questioning in senior high school classroom is to promote the development of students' thinking, realize the good interaction between teachers and students, and promote the professional development of teachers. The validity of diagnostic classroom questioning must be based on scientific evaluation criteria. This paper attempts to construct the evaluation criteria of effective questioning in senior high school geography classroom from the angle of geography subject and based on classroom questioning. This paper determines the pre-set validity of classroom questioning, the effectiveness of classroom questioning implementation and the effectiveness of classroom questioning effect, which consists of 8 secondary indicators and 28 evaluation criteria. From the perspective of the validity of questioning questions, the effective language of questioning and the effective answers of students, the characteristics of geography are reflected. By combing and analyzing the classroom observation scale, the "effective questioning behavior" observation scale in the digital classroom observation platform is selected as the observation tool to record and analyze the classroom questioning observation. On the basis of the teaching age of teachers, the study selects 10 new-hand teachers, 10 experienced teachers and 10 expert teachers, from the teacher's question stage, waiting stage, and student response stage, the study selects 30 lessons of geography compulsory in senior high school, according to the teaching age of teachers, 10 new teachers, 10 experienced teachers and 10 expert teachers each. The data and teaching fragments were analyzed in the teacher's process stage. Taking the average value of observed data as reference and according to the evaluation criteria of effective questioning in high school geography class, the evaluation can diagnose the validity, inefficiency or invalidity of classroom questioning, and find out the differences and problems existing in questioning by teachers with different professional development levels. On this basis, select an expert teacher's class example, present the classroom questioning process and design ideas, according to the evaluation criteria, the expert teachers for effective questioning analysis, to provide a model of effective questioning in senior high school geography classroom. Finally, aiming at the existing problems, this paper puts forward some effective questioning strategies in senior high school geography classroom, including high school geography classroom question design strategy, senior high school geography classroom questioning implementation strategy and senior high school geography classroom questioning reflection strategy. From the question type diversification, the question language is effective, the question embodies the geography discipline characteristic, gives the student sufficient thinking time, evaluates and consummates the student's answer, trains the student's question consciousness, establishes the geography teacher cooperation community, Good at self-reflection and other aspects for senior high school geography teachers to put forward effective questions.
【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】：G633.55
本文编号：2453998
[Abstract]:Classroom questioning is one of the important behaviors of classroom teaching, and it is of great significance for teachers to organize teaching and deepen students' study. In the past, classroom questioning was mainly based on qualitative research, and there was no unified evaluation standard for teachers' classroom questioning diagnosis. Researchers generally obtained the present situation of high school geography classroom questioning through investigation, and put forward strategies and suggestions for effective classroom questioning. This paper attempts to use classroom observation as a research method to study effective questions in senior high school geography classroom from another perspective. Firstly, it is clear that the goal of effective questioning in senior high school classroom is to promote the development of students' thinking, realize the good interaction between teachers and students, and promote the professional development of teachers. The validity of diagnostic classroom questioning must be based on scientific evaluation criteria. This paper attempts to construct the evaluation criteria of effective questioning in senior high school geography classroom from the angle of geography subject and based on classroom questioning. This paper determines the pre-set validity of classroom questioning, the effectiveness of classroom questioning implementation and the effectiveness of classroom questioning effect, which consists of 8 secondary indicators and 28 evaluation criteria. From the perspective of the validity of questioning questions, the effective language of questioning and the effective answers of students, the characteristics of geography are reflected. By combing and analyzing the classroom observation scale, the "effective questioning behavior" observation scale in the digital classroom observation platform is selected as the observation tool to record and analyze the classroom questioning observation. On the basis of the teaching age of teachers, the study selects 10 new-hand teachers, 10 experienced teachers and 10 expert teachers, from the teacher's question stage, waiting stage, and student response stage, the study selects 30 lessons of geography compulsory in senior high school, according to the teaching age of teachers, 10 new teachers, 10 experienced teachers and 10 expert teachers each. The data and teaching fragments were analyzed in the teacher's process stage. Taking the average value of observed data as reference and according to the evaluation criteria of effective questioning in high school geography class, the evaluation can diagnose the validity, inefficiency or invalidity of classroom questioning, and find out the differences and problems existing in questioning by teachers with different professional development levels. On this basis, select an expert teacher's class example, present the classroom questioning process and design ideas, according to the evaluation criteria, the expert teachers for effective questioning analysis, to provide a model of effective questioning in senior high school geography classroom. Finally, aiming at the existing problems, this paper puts forward some effective questioning strategies in senior high school geography classroom, including high school geography classroom question design strategy, senior high school geography classroom questioning implementation strategy and senior high school geography classroom questioning reflection strategy. From the question type diversification, the question language is effective, the question embodies the geography discipline characteristic, gives the student sufficient thinking time, evaluates and consummates the student's answer, trains the student's question consciousness, establishes the geography teacher cooperation community, Good at self-reflection and other aspects for senior high school geography teachers to put forward effective questions.
【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】：G633.55
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