以探究为导向的数学课堂提问策略研究
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摘要
问题是探究的起点与关键,课堂提问是师生间有效交流的重要形式。然而,当前除在理论上缺乏对学生课堂提问的系统研究外,在实践层面上还存在"师生提问失衡"的严峻问题。学生课堂提问的影响因素既有外部的"制度性"压力,又有学生个体的学习态度、课堂参与积极性、异常检测水平等内部原因。为此,以探究为导向的数学课堂为例,从转变提问观念、削弱制度影响与社会修订障碍、丰富问题情境、提高学生异常检测加工水平这4个方面来探讨师生数学课堂提问的有效策略,为回归均衡的师生课堂提问提供一种现实参考。
Problems are the starting point and key to inquiry. Questioning in the classroom is an important form of effective communication between teachers and students. In addition to the lack of systematic research on students′ classroom questions in theory,however, there still exists the serious problem of "imbalance between teachers and students" in practice. The influencing factors of students′ classroom questioning includes external "institutional" pressures, as well as internal reasons such as the students′ individual attitude to learning, the enthusiasm of classroom participation, and the abnormal detection level.Taking the inquiry-oriented mathematics class as an example, this paper discusses the effective strategies for teachers and students to ask questions in mathematics classroom from four aspects:changing the concept of questioning, weakening the influence of the system and the obstacles of social revision,enriching the situation of problems and improving the students′ abnormal examination and processing level.The effective strategies based on these four aspects provide a realistic reference for returning to a balanced classroom questioning.
Problems are the starting point and key to inquiry. Questioning in the classroom is an important form of effective communication between teachers and students. In addition to the lack of systematic research on students′ classroom questions in theory,however, there still exists the serious problem of "imbalance between teachers and students" in practice. The influencing factors of students′ classroom questioning includes external "institutional" pressures, as well as internal reasons such as the students′ individual attitude to learning, the enthusiasm of classroom participation, and the abnormal detection level.Taking the inquiry-oriented mathematics class as an example, this paper discusses the effective strategies for teachers and students to ask questions in mathematics classroom from four aspects:changing the concept of questioning, weakening the influence of the system and the obstacles of social revision,enriching the situation of problems and improving the students′ abnormal examination and processing level.The effective strategies based on these four aspects provide a realistic reference for returning to a balanced classroom questioning.
引文
[1] 中华人民共和国教育部.义务教育数学课程标准(2011年)[S].北京:北京师范大学出版社,2012.
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[3] 杜静,赵艳芳.中小学教师课堂提问策略研究——基于课堂的观察与反思[J].教育探索,2016(4):20-23.
[4] 内尔·诺丁斯.学会关心:教育的另一种模式(第二版)[M].于天龙,译.北京:教育科学出版社,2014:76.
[5] 宋振韶,张西超,徐世勇.课堂提问的模式、功能及其实施途径[J].教育科学研究,2004(1):34-37.
[6] Graesser A C,McMahen C L.Anomalous information triggers questions when adults solve quantitative problems and comprehend stories[J].Journal of Educational Psychology,1993(85):136-151.
[7] 焦德宇,郑东辉.学生课堂提问困境的新制度主义分析[J].全球教育展望,2017,46(3):67-74.
[8] 李太平,李炎清.灌输式教学及其批判[J].高等教育研究,2008,29(7):83-88.
[9] 费尔南多·萨瓦特尔.教育的价值[M].李丽,孙颖屏,译.北京:北京大学出版社,2012:103.
[10] 宋振韶.课堂提问基本模式以及学生提问的研究现状(下)[J].学科教育,2003(2):24-27.
[11] 杨宁.学生课堂提问的心理学研究及反思[J].湖南师范大学教育科学学报,2009,8(1):96-99,106.
[12] 彭漪涟,马钦荣.逻辑学大辞典[M].上海:上海辞书出版社,2010.
[13] 顾晓东.小学数学理解性探究学习研究[M].苏州:苏州大学出版社,2014:22.
[14] 杜爱慧.学生有效提问的特征及策略分析——以物理课堂教学为例[J].中国教育学刊,2013(10):69-71.
[2] 宋振韶.课堂提问基本模式以及学生提问的研究现状(上)[J].学科教育,2003(1):22-25.
[3] 杜静,赵艳芳.中小学教师课堂提问策略研究——基于课堂的观察与反思[J].教育探索,2016(4):20-23.
[4] 内尔·诺丁斯.学会关心:教育的另一种模式(第二版)[M].于天龙,译.北京:教育科学出版社,2014:76.
[5] 宋振韶,张西超,徐世勇.课堂提问的模式、功能及其实施途径[J].教育科学研究,2004(1):34-37.
[6] Graesser A C,McMahen C L.Anomalous information triggers questions when adults solve quantitative problems and comprehend stories[J].Journal of Educational Psychology,1993(85):136-151.
[7] 焦德宇,郑东辉.学生课堂提问困境的新制度主义分析[J].全球教育展望,2017,46(3):67-74.
[8] 李太平,李炎清.灌输式教学及其批判[J].高等教育研究,2008,29(7):83-88.
[9] 费尔南多·萨瓦特尔.教育的价值[M].李丽,孙颖屏,译.北京:北京大学出版社,2012:103.
[10] 宋振韶.课堂提问基本模式以及学生提问的研究现状(下)[J].学科教育,2003(2):24-27.
[11] 杨宁.学生课堂提问的心理学研究及反思[J].湖南师范大学教育科学学报,2009,8(1):96-99,106.
[12] 彭漪涟,马钦荣.逻辑学大辞典[M].上海:上海辞书出版社,2010.
[13] 顾晓东.小学数学理解性探究学习研究[M].苏州:苏州大学出版社,2014:22.
[14] 杜爱慧.学生有效提问的特征及策略分析——以物理课堂教学为例[J].中国教育学刊,2013(10):69-71.
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