發(fā)布時間：2018-01-22 01:08

  本文關(guān)鍵詞： 小學(xué)數(shù)學(xué) 有效提問 提問策略　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：學(xué)而不思則罔,知識的獲取,是發(fā)起于疑問的。學(xué)習(xí)的過程就是學(xué)生對于知識的疑問,經(jīng)過思考得到解答。而當(dāng)今課堂因?yàn)閷W(xué)生積極性調(diào)動差,導(dǎo)致課堂效率低下,學(xué)生不能高效的獲取知識。本課題的研究宗旨在于,如何更好的調(diào)動學(xué)生的思考,抓住學(xué)生在課堂的寶貴時間,提高課堂效率值,采取的方式便是科學(xué)的設(shè)計課堂提問,形成高效的課堂提問。課堂提問是維系教師與學(xué)生雙邊關(guān)系的教學(xué)手段,形象地說,高效的課堂提問往往就像投入水池中的一顆石子,能使課堂這片水池波瀾起伏、有聲有色,激起學(xué)生思維的漣漪和心靈的浪花。課題研究的方向在于改變固有的教師為主體的課堂模式,講究在教學(xué)之中以學(xué)生為教學(xué)中心,真正以學(xué)生為藍(lán)本設(shè)計課堂問題,通過課堂提問調(diào)動學(xué)生的學(xué)習(xí)積極性,引導(dǎo)學(xué)生的思考方向。有效的數(shù)學(xué)課堂提問是培養(yǎng)學(xué)生創(chuàng)造能力的橋梁、火種與催化劑,可以激發(fā)學(xué)生興趣,激活學(xué)生思維。課題通過對我校6位數(shù)學(xué)教師的14節(jié)數(shù)學(xué)課作為研究基礎(chǔ),從最真實(shí)的課堂取證,深入的研究了課堂提問的實(shí)際現(xiàn)狀——課堂低效提問普遍存在,以及造成這樣低效提問的的原因分析,通過舉例與對比,尋找提高課堂有效提問的要素,思考提高課堂有效性提問的策略,例證提高課堂提問有效性的有效途徑。其途徑包括科學(xué)的設(shè)計課堂提問,把握提問時機(jī),提問面對的目標(biāo)應(yīng)為全體學(xué)生個體,以及對課堂提問作一個合適高效的理答等。研究表明科學(xué)的設(shè)計課堂提問,不僅能夠豐富課堂內(nèi)容,調(diào)動學(xué)生的積極性,更是對教師自我素質(zhì)的一種提高。作為課堂提問內(nèi)容發(fā)起者,教師在設(shè)計課堂提問的過程能夠加強(qiáng)教師對于教材內(nèi)容的熟悉與掌握,對于學(xué)生要有全面的了解,嚴(yán)謹(jǐn)教學(xué)用語,科學(xué)的規(guī)劃課堂教學(xué)時間等。課題的研究在實(shí)際教學(xué)推行中,把課題研究成果應(yīng)用于實(shí)際教學(xué)中,通過對于實(shí)際應(yīng)用教學(xué)的成果再次分析,反思課堂有效性提問在教學(xué)應(yīng)用中的成長。全文以例舉證,課堂提問有效性的提高,能夠?qū)τ跀?shù)學(xué)課堂教學(xué)有質(zhì)的改善,教學(xué)從課堂抓起,課堂從提問抓起。
[Abstract]:Learning without thinking is labor lost, the acquisition of knowledge is initiated in doubt. The process of learning is that students' questions about knowledge are solved through thinking. But today's classroom is poor because of the enthusiasm of students. The purpose of this research is how to better mobilize the students' thinking, seize the precious time of the students in the classroom, and improve the efficiency of the classroom. The way to adopt is to design classroom questions scientifically and form efficient classroom questions. Classroom questioning is a teaching means to maintain the bilateral relationship between teachers and students, said vividly. Efficient classroom questioning is often like a stone in a pool of water, which can make the pool undulating and colorful. The direction of the research is to change the inherent teacher-centered classroom mode and pay attention to the student-centered teaching in teaching. It is a bridge to cultivate students' creative ability to design classroom questions based on students, arouse students' learning enthusiasm and guide students' thinking direction through classroom questioning. Fire and catalyst can stimulate students' interest and stimulate students' thinking. Through 14 math classes of 6 mathematics teachers in our school as the research basis, we can obtain evidence from the truest class. In-depth study of the actual situation of classroom questioning-classroom inefficient questions generally exist, and the causes of such inefficient questioning analysis, through examples and comparisons, to find to improve the classroom effective questioning elements. Consider the strategies to improve the effectiveness of classroom questioning, exemplify the effective ways to improve the effectiveness of classroom questioning, including the scientific design of classroom questioning, grasp the opportunity to ask questions, the goal of questioning should be all students individual. The research shows that the scientific design of classroom questioning can not only enrich the classroom content, arouse the enthusiasm of students. As the initiator of classroom questioning content, teachers can enhance the teachers' familiarity and mastery of the teaching materials and have a comprehensive understanding of the students in the process of designing classroom questioning. Rigorous teaching language, scientific planning of classroom teaching time, etc. The research of the subject is carried out in the actual teaching, the research results are applied to the actual teaching, and the results of the practical application teaching are analyzed again. Reflection on the growth of classroom effective questioning in teaching application. The full text takes an example to prove that the improvement of classroom questioning effectiveness can improve the mathematics classroom teaching qualitatively. The teaching starts from the classroom and the classroom from the questioning.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.5

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