基于NVivo10分析的数学教育专业硕士课堂提问研究——以首届全国全日制教育硕士学科教学(数学)专业教学技能决赛视频为例
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摘要
为了解数学教育专业硕士的课堂提问状况,利用NVivo10对首届全国全日制教育硕士学科教学(数学)专业教学技能决赛的课堂教学视频进行分析.结果显示:在提问类型上,简单性提问的比重达到了92.92%;在提问方式上,直问数量多,追问数量少,且追问的水平普遍较低;从教学环节看,提问大部分集中在新知讲解环节和导入环节.研究建议如下:要善于把握提问时机;避免出现"满堂问"现象;注重提高复杂性提问的比重.
The article mainly research classroom instruction video in the first national full-time Master of Education(Mathematics)subject teaching skills final competition.The results showed that the ratio of simple question had reached 92.92% in question type.There were a lot of direct question but small number of inquiries,and the level of inquiries was generally low.Most of the questions were focused on new knowledge explanation and classroom introduction.Strategies were proposed in this paper to grasp the opportunity of asking questions;avoid the phenomenon of "full of questions" focus on increasing the proportion of complex questions.
The article mainly research classroom instruction video in the first national full-time Master of Education(Mathematics)subject teaching skills final competition.The results showed that the ratio of simple question had reached 92.92% in question type.There were a lot of direct question but small number of inquiries,and the level of inquiries was generally low.Most of the questions were focused on new knowledge explanation and classroom introduction.Strategies were proposed in this paper to grasp the opportunity of asking questions;avoid the phenomenon of "full of questions" focus on increasing the proportion of complex questions.
引文
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[13]涂荣豹,王光明,宁连华.新编数学教学论[M].上海:华东师范大学出版社,2006:184.
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[15]李鹏,傅赢芳.论数学课堂提问的误区与对策[J].数学教育学报,2013,22(4):97-100.
[16]高翔,张波.高中数学教师对问题串评价与编制的调查研究[J].数学教育学报,2016,25(3):66-70.
[17]温建红.数学课堂有效提问的内涵及特征[J].数学教育学报,2011,20(6):11-15.
[2]车思杨.中美高质量数学课堂教师提问的比较研究[D].北京:北京师范大学,2015:2.
[3]教育部关于做好全日制硕士专业学位研究生培养工作的若干意见[EB/OL].(2009-03-19)[2015-05-10].http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/s3493/201002/xxgk_8262 9.html.
[4]邵光华.全日制教育硕士专业学位研究生实践教学模式研究[J].教师教育研究,2012,24(2):87-91.
[5]王光明,佘文娟,宋金锦.基于NVivo10质性分析的高效数学学习心理结构模型[J].心理与行为研究,2014,12(1):74-79.
[6]王光明,杨蕊.基于NVivo10质性分析的少数民族数学学习心理因素研究[J].民族教育研究,2015,26(1):81-84.
[7]叶立军.数学教师课堂教学行为比较研究[D].南京:南京师范大学,2012:59-81.
[8]郭玉霞,刘世闵,王为国,等.质性研究资料分析:NVivo8活用宝典[M].台北:高等教育出版社,2009:232.
[9]唐丽艳.高中数学课堂教学有效提问的设计及研究[D].苏州:苏州大学,2014:17.
[10]陈莉.新老教师初中数学课堂提问行为比较研究[D].杭州:杭州师范大学,2013:64.
[11]黄友初.教师课堂教学行为的四个要素[J].数学教育学报,2016,25(1):72-74.
[12]王德勋.课堂提问时机及提问方式研究[J].中国教育学刊,2008(8):50-53.
[13]涂荣豹,王光明,宁连华.新编数学教学论[M].上海:华东师范大学出版社,2006:184.
[14]王前.数学哲学引论[M].沈阳:辽宁教育出版社,2002:22.
[15]李鹏,傅赢芳.论数学课堂提问的误区与对策[J].数学教育学报,2013,22(4):97-100.
[16]高翔,张波.高中数学教师对问题串评价与编制的调查研究[J].数学教育学报,2016,25(3):66-70.
[17]温建红.数学课堂有效提问的内涵及特征[J].数学教育学报,2011,20(6):11-15.