关于“生—生”课堂提问模式的研究

【作者】 陈彩萍；

【导师】 李如密；

【作者基本信息】 南京师范大学 ， 课程与教学论， 2012， 硕士

【副题名】在小学数学课堂中的研究

【摘要】 在我国,长期以来,生生互动问题无论是在理论研究方面,还是在教学实践方面都没能得到足够的重视,甚至被认为是一种消极的力量,而被加以限制、消除。事实上,课堂教学是复杂的,作为课堂活动主体的教师与学生总在进行各种相互作用与影响。新课改以来,对课堂提问模式的研究日益成为中小学课堂上的一大“亮点”,越来越多的教师在教学中关注并运用不同的提问策略来提高教学质量,但是通过文献检索及实际的课堂观察,我们发现还存在一些问题,比如偏重于教师提问技巧和艺术的研究,关注学生提问的激发和培养,但始终对“生—生”课堂提问模式的价值缺乏一定的认识,这在很大程度上影响了教师如何综合平衡运用三种课堂提问模式来促进学生的全面发展。本文在前人研究的基础上,从理论与实践两方面对课堂提问模式中的“生—生”课堂提问模式进行了探讨,试图通过对此的研究,引发更多教育工作者和研究者关注该模式、探索该模式和完善该模式。本文共分五部分：第一部分是绪论,主要阐述了本文研究的背景、研究的目的与意义、国内外研究状况以及反思等基本研究内容。第二部分从理论角度出发,赋予了“生—生”课堂提问模式一定的内涵,并详细描述了它所具有的特征,同时还指出了开展该模式所能带来的特有价值。第三部分从建模角度开发,以主体性理论、建构主义理论、社会互动理论和“最近发展区”理论为指导,从教学目标、实施条件、操作程序、评价标准层面,构建出了具有一般指导性意义的模式框架。第四部分,从实践角度出发,将建构好的“生—生”课堂提问模式投入课堂教学进行大胆探索,并用具体的展示过程和最终的实施效果来论证该模式的可行性和有效性,同时也进一步验证笔者最初的设想,即该模式具有改善学生的学习兴趣、解题能力、交往能力和合作意识的显著作用,此部分也是本论文的重点。第五部分是结语,再次点明了笔者构建“生—生”课堂提问模式的目的,不仅是为了在理论上充实课堂提问模式和在实践上给一线教师提供操作范例,更为重要的是能够唤起更多教育工作者和研究者对该模式关注,引起更多的教育工作者和研究者能投身于该模式的研究中,不断地充实和完善该模式,同时笔者也总结了整个研究过程中需要注意的问题,并给予了相应的解决策略,希望对后继研究者有所借鉴。更多还原

【Abstract】 In our country, the problem of student-to-student interaction whether in theory or in ractice teaching has could not get enough attention,and even has been considered a negative force, and then has been restricted, eliminated since long time. In fact, the teaching environment is complex, and the teachers and students as the main parts of class ctivities are always in each other’s interaction and influence. Since the new curriculum reform, the study on the model of classroom questioning has increasingly become a "bright" spot in the primary and secondary school, more and more teachers in class make use of the different questions strategy to improve the teaching quality, but through the literature retrieval and practical class observation, we found that there are some problems, such as only stressing to the teacher questions skills and art research, paying attention to the students’questions to encourage and train. People don’t understand the value of student-to-student classroom questioning model and this greatly influences the teacher to balance the three classroom questioning models to promote the all-round development of students. In this paper based on the former research, from theory and practice to discuss student-to-student classroom questioning model, trying to cause more teachers and researchers pay more attention to study this model, explore this mode and perfect this mode.This paper is divided into five parts:the first part is the introduction.This paper mainly expounds the research background, the purpose of the research and meaning, the domestic and foreign research status and related basic conception research content. The second part from the angle of the theory, giving the connotation of student-to-student classroom questioning model, and describing its characteristics,and also pointing out its special value. The third part in the guide of subjectivity theory, constructivism theory, social interaction theory, and "the recent development zones" theory,the author has constructed the student-to-student classroom questioning model inclouding the teaching goal, executive condition, operating procedures, the evaluation criterion. The fourth part is the focus of this paper. The author puts the constructed student-to-student classroom questioning model into practice, attempting to demonstrate the feasibility and operability of the mode. The author also uses the practice of the final effects to verify this model has good effectives on improving students’ interest in study and the ability of solving problems, the ability of communication and cooperation. The fifth part is the epilogue. The author points out the purpose of the model once again is not only to enrich the classroom questioning model in theory and provide teachers the operating example in practice, but also to arouse the more attention of teachers and researchers. The author hopes more and more teachers and researchers can involve in this model’s study and constantly enrich and perfect the model. The author also summarizes the problems of the research process, and gives corresponding solutions. The author hope all these solutions can give subsequent researchers more lessons.更多还原