关于高中化学课堂提问有效性研究

发布时间：2019-04-22 09:18

【摘要】：曾有学者这样说过：“学生的头脑不是一个用来待填满的容器,而是一个等待被点燃的火把”。教师作为学生学习中的引导者,就像是那点燃学生思维火花的火炬手,而课堂提问则是引燃学生思维火花的星星之火。提问作为课堂教学重要的方式之一,在新课改的背景下,被众多学者和专家视为最有利于启迪学生思维,开拓学生思路,发挥学生主体和教师主导作用的教学方式。教学从知识角度来说是一门科学,从教授方式的角度来说更是一门艺术。充满趣味和启发性的提问,无疑给课堂带来更多活力。就刚进入高中的青少年来说,这一年龄段的孩子具有强烈的求知欲以及对未知事物的好奇,教师在这一阶段的学生成长的关键期务必要扮演好一个引导者的角色。课堂提问趣味性和启发都是为引起学生的兴趣和注意力?提问的有效性才是关键。笔者结合多种方法对课堂提问有效性进行研究。通过阅读相关文献,了解这一课题在国内外的研究情况,以及我国在这一方面近几年的进展,确定了自己的研究方向。同时查阅了相关的教育学,教育心理学,课堂教学论等方面的书籍。为本研究奠定了厚实的理论基础。笔者以高一化学课堂作为研究对象,从学生和教师两方面,并采取不同的研究方法,通过问卷调查的方式分析学生对于课堂提问相关方面的态度,再者对两位教师同课异构课堂实录问题进行分析。本文主要分为六个部分,第一章为前言部分,论述了有关课题背景,研究的意义,研究方法的选择,以及国内外对这一问题研究的溯源和现状。第二章从建构主义学习理论、人本主义的学习理论、布鲁姆学习理论、以及元认知理论,从不同角度进行分析,为课堂有效提问提供了理论支持。同时将国内外学者们关于提问形式的分类,笔者也择取重点列举。第三章总结了学者们关于课堂提问功能与原则,并在此基础上笔者总结了五个重要的提问功能。第四章提问有效性的研究分析,分别从过程分析和维度分析和因素分析了课堂提问的有效性。第五章对学生进行了问卷调查分析,借助西安某重点中学两位教师的课堂实证分析研究课堂提问的效性。第六章通过对结果的分析,提出课堂提问应注意的问题以及几点建议。希望本研究粗浅之谈能给广大一线教师以及新手教师提供一些帮助。
[Abstract]:A scholar once said, "the mind of a student is not a container to be filled, but a torch waiting to be lit." As a guide to students' study, teachers are like torchbearers who ignite the spark of students' thinking, and classroom questioning is the spark of students' thinking. As one of the important ways of classroom teaching, questioning is regarded by many scholars and experts as the most beneficial to enlighten students' thinking, open up students' thinking, and give full play to the leading role of students and teachers under the background of the new curriculum reform. Teaching is a science from the point of view of knowledge and an art from the point of view of teaching method. Interesting and inspiring questions undoubtedly bring more vitality to the classroom. For teenagers entering high school, children of this age have a strong desire for knowledge and curiosity about the unknown, and teachers must play a leading role in the critical period of student growth at this stage. The interest and inspiration of asking questions in class is to arouse students' interest and attention? The validity of the question is the key. The author combines many methods to study the effectiveness of classroom questioning. Through reading the relevant literature to understand the research situation of this subject at home and abroad, and the progress of our country in this respect in recent years, we have determined our own research direction. At the same time, the relevant pedagogy, educational psychology, classroom teaching theory and other books. It lays a solid theoretical foundation for this study. The author takes senior high school chemistry classroom as the research object, from the students and the teachers two aspects, and adopts the different research method, through the questionnaire investigation way to analyze the student's attitude to the classroom question related aspect. In addition, the problem of heterogeneous classroom recording of two teachers in the same class is analyzed. This paper is divided into six parts. The first chapter is the preface part, which discusses the background, the significance of the research, the choice of the research methods, and the origin and present situation of the research on this problem at home and abroad. The second chapter analyzes constructivism learning theory, humanistic learning theory, Bloom learning theory and metacognitive theory from different angles, which provides theoretical support for effective questioning in classroom. At the same time, the domestic and foreign scholars on the classification of the form of questioning, the author also chose to focus on enumerating. The third chapter summarizes the functions and principles of classroom questioning, and on this basis, the author summarizes five important questioning functions. In the fourth chapter, the validity of classroom questioning is analyzed from process analysis, dimensionality analysis and factor analysis. The fifth chapter carries on the questionnaire investigation analysis to the student, with the aid of the classroom empirical analysis of two teachers of a key middle school in Xi'an, studies the effectiveness of classroom questioning. In the sixth chapter, through the analysis of the results, the author puts forward the problems that should be paid attention to in the classroom questioning and some suggestions. It is hoped that this study can provide some help to teachers and novice teachers.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.8

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