【作者】 王慧；

【导师】 徐章韬；

【作者基本信息】 华中师范大学 ， 学科教学（数学）（专业学位）， 2022， 硕士

【摘要】 提出问题对于高中生而言是一项应当掌握的重要学习能力,也是学生在进行学习探索时应当掌握的一项技能。传统的数学教学中老师讲授和发问在整个教学活动中占据主导,采用这种教学方式,无法充分的了解学生的困惑,对于一些学生需要解决的问题也无法及时给出解答,整个教授过程对学生提问方面的能力缺乏培养。为此,本文围绕着提出问题能力的培养展开研究,通过选择高三数学复习(第一轮)的教学活动作为研究对象,对其中涉及到的学生提问教学策略进行了深入研究,最后提出教师应当注重利用导学案来激发学生提出问题的动力,以学生提出的问题来进行教学活动的设计,形成良好的提问教学氛围,鼓励学生提出创新性问题。通过对实验对象展开深入研究,得到以下几个结论:(1)在实验中,通过运用科学的提问策略,能够激发学生提问热情,帮助学生提高学业水平,提高学生学习成绩。(2)在数学问题方面的提问上,提问能力和学习成绩之间不具备显著关联,学习成绩低的学生提出者问题水平也可能超出学习成绩高的学生。受此启发,教师应当更加注重培养学生提问的热情,提高低分组学生学习积极性,帮助他们产生学习的内动力从而提高学习成绩。对于高分组的学生,要积极鼓励他们在提问时的运用创造性思维提出创新性问题。(3)教师根据学生课前提问组织和开展教学可以帮助其更好的掌握教学重点和难点的同时充分把握学生学习现状,从而制定出完善的教学计划和针对性的教学方案。(4)数学提问能力和数学学业发展两者之间存在相互依赖和相互促进的关系。教师应当发挥在教学实践中提问技巧、方法等方面的示范作用,让学生能够感受到主动提问带来的自我成长和学业成绩提升,把握提问规律提升提问水平。通过学生提问教学策略,教师能够不断优化自身的教学水平,让学生能够在掌握提问技巧的同时提升发现问题和解决问题的能力,培养良好的数学思维,为个人的成长奠定基础。更多还原

【Abstract】 The ability of questioning has always been helpful for high school students to develop,and it is also a skill that students should master in the process of learning.However,the conventional mathematics teaching is dominated by teachers’ teaching and questioning,the adoption of which can neither fully understand students’confusion,nor answer some problems that need to be solved in time.As a result,students’ ability of raising questions will not be cultivated.This thesis focuses on the cultivation of questioning ability.To carry out the research,the author choose students of grade three who are having the first round review as research subjects and conducts an in-depth study on questioning strategy and teaching strategy.According to the data analyzed,it is proposed that teachers should motivate students to raise questions by employing learning guide,and then arrange the teaching activities based on the questions raised to form a good teaching atmosphere for Innovative thinking.The conclusions are drawn as follows:(1)The application of scientific questioning strategy can stimulate students’enthusiasm for asking questions,help students to improve their academic level,and improve students’academic performance.(2)In terms of raising math questions,there is no significant correlation between questioning ability and academic performance,and students with lower academic performance may also raise a question of higher level than students with higher academic performance.According to this,teachers should pay more attention to cultivating students’ enthusiasm for asking questions to improve the learning enthusiasm of students of poorer performance and help them generate internal learning motivation.For students of better academic achievement,they should be actively encouraged to use creative thinking and ask innovative questions when raising questions.(3)Teachers who organize and carry out teaching according to the questions raised by students before class can help them to better grasp the key points and difficulties of teaching while fully grasp the current situation of students’ learning,and therefore develop a perfect teaching plan and targeted teaching scheme.(4)The questioning ability and academic achievement in mathematics depend on and promote each other.Teachers should play an exemplary role in questioning skills and methods in teaching practice,so that students can feel the self-growth and academic performance improvement brought by active questioning,as well as grasp the law of questioning and improve the level of questioning.Through application of the questioning teaching strategy,teachers can constantly optimize their own teaching proficiency,as a result of which students can master the questioning skills and improve the ability of finding and solving problems,cultivate good mathematical thinking,and lay a foundation for further study.更多还原