本文關(guān)鍵詞： 小學(xué)數(shù)學(xué) 課堂提問 多維分析 教學(xué)建議　出處：《陜西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：課堂提問作為一種重要的教學(xué)手段和教學(xué)方式有著悠久的歷史,并在現(xiàn)代課堂教學(xué)中被頻繁使用。隨著課改的深入,越來越多的教育工作者和研究者發(fā)現(xiàn),課堂提問對于組織活潑生動的教學(xué)活動、培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣及提高學(xué)生學(xué)習(xí)效率都有重要的作用。通過分析已有的研究,筆者發(fā)現(xiàn)我國目前關(guān)于課堂提問的研究大多集中于對教師提問技巧、提問方式、提問頻率等方面的探討,缺乏結(jié)合具體學(xué)科課堂提問的研究,也沒有針對不同學(xué)段學(xué)生課堂學(xué)習(xí)的特征加以區(qū)分,因此結(jié)論較為寬泛籠統(tǒng)。為了使課堂提問研究的結(jié)論更加豐富和有針對性,筆者選取具體的小學(xué)學(xué)段數(shù)學(xué)課堂上的提問活動進行深入全面的研究,并將課堂提問所關(guān)注的主體從教師拓展到教師和學(xué)生群體。筆者首先在緒論部分探討了選題的背景和意義,在第2章文獻綜述部分介紹了國內(nèi)外數(shù)學(xué)課堂提問方面的相關(guān)研究成果和存在的不足,為文章的主干部分的研究做準備。本文的主干部分是第3章小學(xué)數(shù)學(xué)課堂的多維分析和第4章小學(xué)數(shù)學(xué)課堂提問的教學(xué)建議,在第5章反思與展望部分對全文進行總結(jié)和概括。筆者通過查閱文獻、對實際課堂教學(xué)活動的觀察和對網(wǎng)絡(luò)課堂教學(xué)錄像的分析、以及對教師和學(xué)生訪談等方法對小學(xué)數(shù)學(xué)課堂進行多維度分析,以便對小學(xué)數(shù)學(xué)課堂提問有更加詳盡的研究。筆者將小學(xué)數(shù)學(xué)課堂提問分為三個維度,分別是提問主體維度、提問類型維度和提問時空維度,并對每個維度進行了細化和具體的分析研究。針對主體維度分為教師提問和學(xué)生提問兩個部分進行研究；根據(jù)提問類型維度分為提問的類型、提問的作用兩個方面進行研究；根據(jù)提問的時空維度分為時間維度和空間維度來對課堂提問進行具體的研究,時間維度方面分為教師提問后的等待時間和教師對學(xué)生回答的理答時機兩個層面,空間維度方面分析了“秧田型”課堂空間中教師提問與學(xué)生座位的關(guān)系。筆者在小學(xué)數(shù)學(xué)課堂提問的建議部分,對目前我國小學(xué)數(shù)學(xué)課堂提問活動存在的不足之處進行了分析。并根據(jù)存在的不足,并結(jié)合第3章小學(xué)數(shù)學(xué)課堂的多維分析,對小學(xué)數(shù)學(xué)課堂提問提出一些教學(xué)建議,并對這些建議進行了具體論述。這些建議可以幫助小學(xué)數(shù)學(xué)課堂教學(xué)活動取得更好的教學(xué)效果,讓學(xué)生不僅學(xué)到數(shù)學(xué)知識,更可以激發(fā)學(xué)生的數(shù)學(xué)學(xué)習(xí)興趣、培養(yǎng)學(xué)生的問題意識。筆者在小學(xué)數(shù)學(xué)課堂提問的反思與展望部分對全文進行總結(jié)和概括,總結(jié)了在小學(xué)數(shù)學(xué)課堂提問活動中存在的弊端和不足,以及隨著課改進行取得的一些進步與成功。并展望了小學(xué)課堂提問活動中教師和學(xué)生都擁有的廣闊的提升空間和構(gòu)建和諧數(shù)學(xué)課堂的可能性,為后續(xù)的相關(guān)研究做準備。
[Abstract]:As an important teaching method and teaching method, classroom questioning has a long history and is frequently used in modern classroom teaching. With the deepening of curriculum reform, more and more educators and researchers find that, Classroom questioning plays an important role in organizing lively teaching activities, cultivating students' good study habits and improving students' learning efficiency. The author finds that most of the researches on classroom questioning in our country focus on teachers' questioning skills, ways and frequency of questioning, and lack of research on classroom questioning combined with specific subjects. The conclusion is broad and general. In order to make the conclusions of the classroom questioning research more rich and targeted, The author chooses the specific elementary school mathematics section mathematics classroom question activity to carry on the thorough comprehensive research, In the introduction part, the author discusses the background and significance of the topic. In chapter 2, the literature review introduces the related research results and shortcomings of mathematics classroom questioning both at home and abroad. The main part of this paper is the multidimensional analysis of the primary mathematics classroom in Chapter 3 and the teaching suggestions of the questions in the elementary mathematics classroom in Chapter 4. In chapter 5, the author summarizes and generalizes the full text. By consulting the literature, the author observes the actual classroom teaching activities and analyzes the video of the online classroom teaching. As well as interviews with teachers and students to carry on the multi-dimensional analysis to the elementary school mathematics classroom, in order to have the more detailed research to the elementary school mathematics classroom question. The author divides the primary school mathematics classroom question into three dimensions, respectively is the question subject dimension. The main dimension is divided into two parts: teacher question and student question; according to the question type dimension, the question type is divided into the type of question, and the main body dimension is divided into two parts: the type of question and the type of question, according to the dimension of question type, the main body dimension is divided into two parts. According to the space-time dimension of the question, it is divided into time dimension and space dimension to carry on the concrete research to the classroom question. The time dimension is divided into two levels: the waiting time after the teacher asks the question and the timing of the teacher's answer to the student. In terms of spatial dimension, this paper analyzes the relationship between teachers' questions and students' seats in the "Yangtian" classroom space. This paper analyzes the shortcomings of the classroom questioning activities in primary school mathematics in our country, and puts forward some teaching suggestions on the questions in primary mathematics classroom according to the deficiency and the multidimensional analysis of primary mathematics classroom in Chapter 3. These suggestions can help primary school mathematics classroom teaching activities to achieve better teaching results, so that students can not only learn mathematics knowledge, but also stimulate students' interest in mathematics learning. The author summarizes and generalizes the whole paper in the part of reflection and prospect of questioning in primary school mathematics classroom, and summarizes the shortcomings and shortcomings of questioning activities in primary school mathematics classroom. And with the progress and success of the curriculum reform, this paper looks forward to the wide space for teachers and students to improve their classroom questioning activities and the possibility of constructing a harmonious mathematics classroom, so as to prepare for the subsequent research.
【學(xué)位授予單位】：陜西師范大學(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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