本文關鍵詞： 初中數(shù)學 專家型教師 新手型教師 課堂提問　出處：《華中師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：為適應新課改的新理念、新思想,課堂教學也隨之進行了改革,但是課堂提問仍是課堂教學中重要的一個環(huán)節(jié),是教師們經(jīng)常應用的方法,是實現(xiàn)教學目標的有效途徑之一。本文在查閱了大量文獻的基礎之上,設計了教師課堂提問的調(diào)查問卷及對課堂實例的觀察的維度：然后在此基礎上對專家型及新手型教師進行了問卷調(diào)查,利用SPSS軟件對調(diào)查問卷的數(shù)據(jù)進行了分析,發(fā)現(xiàn)了初中數(shù)學專家型與新手型教師在課堂提問方面的不同之處,并對不同之處產(chǎn)生的原因進行了分析；其次對初中數(shù)學專家型及新手型教師的課堂教學進行了課堂提問方面的觀察、記錄、分析,來驗證上述得到的結(jié)論,進一步發(fā)現(xiàn)其中的不同之處；最后得到對新手型教師在課堂提問方面的有效建議。研究的主要結(jié)論有：1.專家型教師在備課時會精心進行問題設計,備課時,就會將要問的問題寫在教案里,而不是像很多新手型教師那樣大體考慮何時問和問什么問題。2.專家型教師對于高水平問題的提問次數(shù)與比例要比新手型教師高。3.專家型教師通常都會圍繞教學目標來設計問題,在重難點部分更是設計更大比例的問題,而且在設計問題過程中,通常會考慮到學生的認知水平和“最近發(fā)展區(qū)”,新手型教師設計問題盲目、隨意、課堂上臨時生成等。4.專家型教師善于利用小組合作這一教學手段來幫助學生解決較難的問題,新手型教師往往想不到利用小組合作來解決較難的問題,而自己直接說出了答案。5.專家型通常都會在提出問題之后,反思所提問題是否有讓學生思考的價值,新手型教師則一般不會反思自己提出的問題是否有讓學生思考的價值,而經(jīng)常提出一些類似“對不對?”“會不會?”的假問題。6.專家型教師在提出問題之后,一般會留給學生足夠的思考時間,在選擇回答問題的對象的時候,也會請沒有舉手的同學。新手型教師則比較急躁,提出問題之后立刻讓學生回答,而不給其足夠的思考時間。在選擇回答問題的對象的時候,一般選擇舉手的同學或者直接采用集體回答的方式。7.專家型教師在學生所答內(nèi)容完全不正確時,會引導學生找到正確答案。新手型教師則會著急打斷學生說的話,并尋找下一個回答問題的學生。8.當學生所答內(nèi)容完全正確時,專家型教師會“趁機”對其進行表揚,增強其自信心,拉近師生的距離,而新手型教師則會簡單表揚或者完全忘記評價,快速進入下一個環(huán)節(jié)。9.專家型教師非常重視課堂提問課后的反思,而新手型教師則不太重視課堂提問的課后反思。對新手型教師的主要建議有：1.設計課堂提問時要圍繞教學目標來設計,尤其在重難點部分,需要設置相應的問題,來突破重難點。問題需要提前規(guī)劃好,不可在課堂上隨機產(chǎn)生。2.教師在設計課堂提問時要考慮到學生的“最近發(fā)展區(qū)”和學生的認知水平。3.學生在回答教師提出的較難問題時,可以組織學生進行小組討論。4.教師在提出問題以后,一定要反思提出的問題是否有讓學生思考的價值,避免提出“假問題”。5.教師在提出問題之后,一定要根據(jù)自己學生的學情及問題的難易程度,留給學生足夠的解決問題的時間。6.選擇回答問題的對象,大部分情況是舉手的學生,但是也要選擇少部分的不舉手的學生。選擇集體回答的頻率不可過高。7.當學生回答問題的答案與教師所期待的答案相差甚遠時,一定要讓學生將話說完,然后教師再給予適當提示幫助學生找到正確答案。8.當學生回答問題后,教師應該給予簡單表揚,不可以著急進行下一環(huán)節(jié)而忘了給予評價。9.加強課堂提問后的反思,在反思的基礎上,增強自己的教學經(jīng)驗,總結(jié)其中的不足之處,讓自己進步。
[Abstract]:In order to adapt to the new concept of the new curriculum ideas, classroom teaching was reformed, but an important part of the classroom questioning is in classroom teaching, teachers often use the method, is one of the effective ways to achieve the goal of teaching. On the basis of a large number of literature on the design of the investigation the questionnaire of teachers' classroom questioning and classroom observation for instance dimension: then based on expert and novice teachers conducted a questionnaire survey, using SPSS software to the questionnaire data analysis, found the number of junior high school science expert and novice teachers in the classroom questioning the differences and causes. The difference is analyzed; secondly to the junior middle school mathematics expert and novice teachers in the classroom teaching of classroom questioning the observation, record, analysis, to verify the obtained. Theory, further found that the differences of novice teachers; finally get the effective suggestions in classroom questioning aspects. The main conclusions of the study are: 1. expert teachers will carefully design problems, in preparing lessons, you will have to ask the question in writing lesson plans in, not as many novice teachers. Generally consider when asked and asked what.2. expert teachers usually focus on the teaching goal design problem for the high level of questions and the number of the proportion of teachers than novice teachers of high.3. experts, in the important and difficult part is to design a greater proportion of the problem, and in the design process, usually considering the students' cognitive level and "nearest development area", the design problem of the novice teacher is blind, random, temporary generation of.4. class expert teachers make good use of the cooperative teaching method To help students solve difficult problems, novice teachers often think of the team to solve difficult problems, and they speak directly answer.5. expert usually after putting forward the question, the question whether there is reflection to let students think about the value of the novice teachers are generally not reflect on their own problems whether to allow the students to think of the value, and often put forward some similar "right?" "would you?".6. expert false teachers after putting forward the question, the general will give students enough time to think, when a problem back in the choice of the object, also please do not have hands of novice students. The teacher is impatient, let the students answer questions immediately after, but do not give it enough time to think. Answer the question of the object in the selection, generally choose raised students or directly use the collective Answer.7. expert teachers in the students' answer is completely correct, will guide the students to find the correct answer. The novice teachers will be anxious to interrupt the students say, answer the questions and find the next student.8. when students have a content correctly, the expert teachers will "take" on the praise, enhance their self-confidence, to narrow the distance between teachers and students, novice teachers will completely forget the simple praise or evaluation, quickly enter the next link.9. expert teachers attach great importance to classroom questioning after class reflection, novice teachers pay little attention to the reflection after class classroom questioning. The main suggestions for novice teachers there are: 1. the design of classroom questioning should be based on the teaching objectives to design, especially in the important and difficult part, need to set up the corresponding problem, to break through the difficulties. Problems need to be planned in advance, not random in class .2. teachers should consider the students in the design of classroom questioning the "nearest Development Zone" and the cognitive level of students.3. students in answering the teacher proposed difficult problem, can organize students to teachers in the.4. group discussion questions, must reflect raises the question of whether there is to let the students think about the value of the proposed avoid ".5. teacher after putting forward the question, must be based on their students' learning situation and the difficulty of problem, object to the students enough time of solving problems.6. choose to answer questions, mostly for hand students, students do not raise their hands but also want to choose a small part of the collective choice of answer. The frequency is not too high when.7. answers and teachers and students to answer questions to answer far, must let students will finish, then the teacher to give appropriate tips to help students .8. students find the right answer when students answer questions, teachers should give simple praise, not anxious for the next step and forget to give.9. to strengthen the reflection and evaluation of classroom questioning after, on the basis of reflection, to enhance their teaching experience, summed up the deficiencies and make progress.

【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

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