【作者】 孙荣；

【导师】 陆芳言；

【作者基本信息】 苏州大学 ， 教育， 2010， 硕士

【摘要】 提出质疑是创新的源泉,是教学活动的起点和归宿.中学数学新课程倡导探究性学习,“提出问题”则是这一学习方式的首要环节,高层次的探究活动更要求学生能够自主的“提出问题”.为此,有必要从新课程理念出发,对中学数学教学中如何培养学生质疑的能力进行研究.本文从实践出发,通过对家长、学生与教师的调查和访谈,从目前我国家庭培养学生质疑能力的现状开始着手研究,分析导致学生质疑能力低下的家庭因素,并立足于中学数学课堂教学,分析中学生在学校缺乏质疑能力的原因,对培养学生的质疑能力的途径和提出问题的方法展开论述.通过研究,我们发现中学生在数学学科中提出问题的能力偏低,表现为主动提问的人数较少,提出问题的类型单一等等,多数学生“不敢”、“不愿”和“不善”提问.分析原因,我们认为家庭因素、教学氛围、问题情境、教学观念、个性心理、权威意识、信息障碍、方法策略、评价方式和时间因素是影响学生质疑能力的主要原因,它是我们提出教学模式与策略的重要依据.综合上述调查和文献分析的结果,我们认为学生提出问题的过程包括以下五个阶段,即①敢于质疑一一通过营造特定的“软环境”,使学生感觉到“心理安全”和“心理自由”;②问题意识一一多种途径创设问题情境,促进问题意识的产生;③构建问题一一深入理解情境,明确给定与目标之间的障碍;④表述问题一一进行书面或口头语言表达;⑤确定问题一一通过对问题的分类、归纳和评价,确定与数学相关的、可以探究的问题.从这五个阶段出发,我们提出了中学数学教学中培养学生质疑能力的教学模式“三点四步”,它可以简述为:营造氛围一一创设情境一一引导方法一一合作交流一一分类评价一一确定问题.具体的操作策略有:营造课堂气氛的教学策略;创设“问题情境”的教学策略;引导方法的教学策略;合作交流形成问题;问题的分类、归纳、评价与确定问题的策略.为了检验这一模式适用性和具体效果,我们开展了一个学期的教学实验研究,得出了如下一些结论:①“三点四步”教学模式对中学数学教学是适用的,它可以明显的促进学生质疑能力的发展.具体表现为:可以显著的提高学生们在数学学科上提出问题的数量;可以使学生提出问题的类型更加趋于多样化;可以使学生提出问题的来源更加广泛;可以提高学生们提出问题的水平;可以提高学生针对具体的“问题情境”提出问题的数量和质量;可以促进学生“分析问题,阐明与之相关的知识”.②运用“三点四步”教学模式,可以使学生们对待提出问题的态度发生明显的变化.多数学生都能够“勇于提问”并能够有针对性的“善于提问”.③对学生“提出问题”的能力开展评价时,不仅应该评价提出问题的数量和质量,更应该从问题的来源、问题的类型等多方面加以评价.更多还原

【Abstract】 Question is the source of creativity, and it is also the starting point as well as the ending point. New course teaching in middle school’s biology advocates investigative study. Asking questions is the most important step in this process, and higher level research also requires students to know how to ask questions independently. Therefore, it is necessary to carry out research on how to increase student’s ability to ask questions, based on concepts of new courses.The essay is to survey students, parents and teachers, study the current situation of Chinese students having low ability of questioning,analyse the related family elements and from the teaching of maths in high schools,analyse the reasons of students’ shallow ability of questioning at school,then discouse the way to improve the students’ ability of questioning.Through investigation and discussion with students and teachers, we find that, in general, student’s ability of ask questioning is weak, which appears as: only few students ask questions actively and the type of questions is limited. Most students dare not, or are unwilling to ask questions, or are not good at asking questions. After careful analysis, we think that main reasons to affect students’asking questions are teaching atmosphere, circumstance, teaching concept, individual personality, authority, information obstacle, strategy, method of evaluation and time. And they are important factors in presenting our own teaching methods and strategies. By combining the above investigation results and the analysis from references, we thing that there are five stages in the process of student’s asking questions.①Dare to ask questions--to make appropriate soft environment to let students feel mentally safe and free;②Conscious of asking questions--to set up environment for asking questions in many ways and to promote questions;③Construction of questions—to understand the context deeply and to know the obstacle between the given and target;④Expression of questions—to express in a written or oral way;⑤Determining questions—to determine questions which are relevant and appropriate for biology study from categorization, inductiveness and evaluation. From these five stages, we propose THREE POINTS FOUR STEPS teaching mode to train student’s ability in asking questions in middle school’s biology teaching. It can be simplified as: creating atmosphere—settingupsituation—guidingmethod—appraise by category—determining questions. The detailed operational strategies include: creating atmosphere, setting up situation, guide, expression, categorization, inductiveness, appraise and determination.To inspect the applicability and result of this teaching mode and strategy, we carry out a one-semester research on this subject. We obtain the following conclusions.①THREE POINTS FOUR STEPS teaching mode and strategy is appropriate for biology teaching, and it can greatly improve students’ability of asking questions. It effects include: students will ask more questions and the type of questions is diverse; the increase in question’s quality; to help students analyze questions and elucidate relevant knowledge.②By using THREE POINTS FOUR STEPS teaching mode and strategy, students have more active attitude in asking questions. They are also good at asking questions now.③When appraising students’abilities in asking questions, we should not only focus on quantity and quality of those questions, but also on their sides such as source and type.更多还原