面向深度学习的小学数学课堂提问研究

【作者】 王晨；

【导师】 朱忠明；

【作者基本信息】 上海师范大学 ， 教育硕士（专业学位）， 2023， 硕士

【摘要】 《义务教育课程方案和课程标准(2022年版)》的颁布,标志着核心素养成为了当前基础教育教学改革的重要引擎。深度学习则以培养学生核心素养为目标追求。课堂提问则是启发学生思维、促进学生深度学习的重要手段。但是,课堂提问表现出不少与当前所倡导的深度学习理念相背离的问题。因此,教师怎样进行课堂提问来培养学生的高阶思维,促进深度学习的实现成为了一个值得探索和解决的问题。本研究旨在探索小学数学课堂提问特点的基础上,提出促进学生深度学习的小学数学课堂提问策略。基于此,本研究主要采用了文献研究法、录像分析法、案例分析法、访谈法等研究方法,首先基于三元对话理论构建了包含教师提问、学生回答、教师反馈3个观察维度,提问类型等6个一级观察指标,管理型提问等31个二级观察指标在内的面向深度学习的小学数学课堂提问分析框架体系。继而根据构建的小学数学课堂提问观察分析框架利用NVivo12质性分析软件对课堂录像进行编码分析,并对典型教学片段进行质性思考,对教师进行访谈,归纳总结当前小学数学课堂提问的特点,最终提出促进学生深度学习的课堂提问优化策略。本研究得到如下结论与建议:1.小学数学课堂提问特征表现:(1)在教师提问维度:从提问类型来看,教师更多倾向于设计应用型和分析型问题对学生进行提问,综合型、评价型等高水平问题涉及较少;从提问方式来看,教师更多倾向于直接向学生抛出问题或者对学生启发诱导,而立足于问题情境的提问和能够引发学生反思的提问相较来说比较少;从提问候答时间来看,教师在提出问题后会留有一定的等待时间,但大部分较少。(2)在学生回答维度:从回答方式来看,大多数为学生自愿举手回答,教师在课堂中会更关注表现积极的学生,教师会采用个人回答、集体回答、小组回答相结合的方式,但提问的针对性相对不够强;从回答水平来看,大多数学生的回答水平为单一结构、多元结构水平,关联结构、抽象拓展结构的高层次回答水平出现较少。(3)在教师反馈维度:从反馈类型来看,教师多使用赞赏或鼓励、追问、转问他人等反馈类型,但会出现打断学生回答或者代替学生回答的反馈不足的情况。2.面向深度学习的小学数学课堂提问优化策略:(1)逐层逐级设计问题的类型,培养学生高阶思维。(2)立足情境进行启发性提问,引导学生思维加工。(3)合理留出问题的等待时间,促进学生深度思考。(4)关注活动进行针对性提问,调动学生积极参与。(5)灵活运用多样的反馈方式,实现师生高效互动。更多还原

【Abstract】 The promulgation of the Compulsory Education Curriculum Plan and Curriculum Standards(2022 Edition)marks that core literacy has become an important engine for the current basic education teaching reform.Deep learning aims to cultivate students’ core literacy as the goal of teaching reform.Classroom questions are an important means to inspire students’ thinking and promote the deep learning of students.However,classroom questions show many problems that deviate from the current concept of deep learning.Therefore,how teachers can ask questions in class to achieve students’ deep learning and cultivate students’ higher-order thinking has become a problem worth exploring and solving.This study aims to explore the characteristics of primary mathematics classroom questioning,and propose a primary mathematics classroom questioning strategy to promote students’ deep learning.Based on this,this study mainly adopts the literature research method,video analysis method,case analysis method,interview method and other research methods,and first constructs a deep learning-oriented primary mathematics classroom question analysis framework system based on ternary dialogue theory,including three observation dimensions of teacher questioning,student answer,teacher feedback,6 first-level observation indicators such as question type,and 31 second-level observation indicators such as management questioning.Then,according to the constructed analysis framework,NVivo12 qualitative analysis software is used to encode and analyze classroom videos,and qualitatively think about typical teaching fragments,interview teachers,summarize the characteristics of current primary school mathematics classroom questioning,and finally propose a classroom questioning optimization strategy to promote students’ deep learning.The following conclusions and recommendations are obtained:1.Performance of primary school mathematics classroom questioning characteris tics summarized based on classroom questioning analysis framework:(1)In the dimen sion of teacher questioning.From the perspective of question types,teachers tend to d esign applied and analytical questions to ask students,and high-level questions such a s comprehensive and evaluative are less involved.From the perspective of questioning methods,teachers tend to throw questions directly to students or inspire and induce st udents,while questions based on the problem situation and questions that can trigger s tudents’ reflection are relatively few.Judging from the waiting time for questions,teac hers will have a certain amount of waiting time after asking questions,but most of the m are less.(2)In the dimension of student answers.From the perspective of answering methods,most of them voluntarily raise their hands for students to answer,teachers w ill pay more attention to students who are positive in the classroom,teachers will use a combination of individual answers,collective answers,and group answers,but the qu estions are not targeted enough;From the perspective of answering level,most student s’ answer level is single structure and multiple structure level,and the high-level answ er level of association structure and abstract extended structure appears relatively rarel y.(3)In the teacher feedback dimension.From the perspective of feedback types,teac hers mostly use feedback types such as praise or encouragement,follow-up,and transf er to others,but there will be insufficient feedback that interrupts students’ answers or substitutes for students’ answers.2.Optimization strategy of primary school mathematics classroom questioning for deep learning:(1)Reasonably design the question type according to the teaching content and increase the frequency of high-level questions.(2)Adopt heuristic questioning methods based on the situation to guide students’ thinking processing.(3)Set aside appropriate and appropriate thinking time to promote students’ deep thinking.(4)Pay attention to all students to adopt diversified answering methods to mobilize students’ enthusiasm for learning.(5)Flexibly use diversified feedback methods to achieve efficient interaction between teachers and students.In summary,it is feasible and valuable to study classroom questions from the perspective of deep learning.更多还原