中学高中化学课堂教学中问题链的设计
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摘要
提问是课堂教学活动中师生最有效的双边活动,既是教师输出信息、获得反馈信息的重要渠道,也是培养学生的学习兴趣和创造能力的可靠手段。但是在化学课堂上普遍存在着提问随意、缺乏启发性等无效提问现象。其中主要原因是教师缺乏可行易用的提问设计支架。
在论文中,作者选取比较典型的高中化学教师的课堂录像作为分析内容,运用布鲁姆认知目标水平的问题的分类和戴维斯的二维问题分类法对两位教师的问题水平进行评定、统计和分析比较。在此基础上,从问题链的角度对两位教师的典型课例进行分析,得出新手型教师和专家型教师的提问设计的主要区别,发现了中学化学课堂教学中提问存在的主要问题。接着,针对当前中学化学教师课堂提问中存在的问题,从学科知识逻辑和学生认知逻辑探寻出问题链的设计支架,并通过观摩优质课课例、结合理论研究,总结出几种典型的生成性问题操作策略及范例。
研究表明,中学化学课堂中,教师高密度的提问改变了以往教师满堂讲述、学生被动输入各种陈述性知识的教学方式；在问题水平上,无论是新手型教师还是专家型教师,低水平的提问都占多数,高水平提问所占的比例偏小,但是专家型教师比新手型教师较注重有利于学生综合素质提高的分析理解、综合归纳、评价类的高水平提问；无论是新手型教师还是专家型教师,在课堂提问中封闭式提问都占多数,开放式提问居于少数。而专家型教师善于采用聚焦策略解决开放性问题。
本论文重点在于从理论上挖掘化学学科特点和学生认知特点,将“五何问题”分类法引入化学教学中,综合学科知识逻辑和学生认知逻辑构建出问题链设计策略。
Questioning is one of the most effective bilateral activities between teacher and students in the class, which is not only an important channel for both output and feedback to teachers, but also could cultivate students'learning interests and creative ability. However, there are still some phenomena of invalid questioning, such as random questioning, lacking of inspiration in the chemistry class. The main reason is the lack of viable bracket when teachers are designing questions.
In the paper, firstly, the video records of typical chemistry teachers in junior high school are selected as the content for analysis. The questioning levels of the two teachers are classified and compared according to questions classification on the cognitive level of Broome and two dimensional questions classification of Davies. Based on the statistics, we analyze the typical lessons of the teachers from the perspective of the question chain and know the major differences of questioning between novice teachers and proficient teachers. In the meanwhile, we find the main problems existed in the chemistry class in secondary school. Then, for the current problems in classroom questioning, a scaffold of designing questions is explored on the basis of the logic of subject knowledge and student cognition. Through observing perfect lessons combined with theoretical research, several typical design models of questioning chain are summarized.
The research shows that high-density questioning has changed the traditional teaching ways with cramming teaching and passive accepting all kinds of declarative knowledge for students in chemistry class of secondary school. As to question level, whether for novice or proficient teachers, low-level questions are the majority, the proportion of high-level questions are lower, but proficient teachers pay more attention to those questions that could improve the comprehensive talent and ability of the students than the novice teachers such as analysis, synthesis and evaluation. the closed questions of both novice and proficient teachers are the majority, the proportion of open-ended questions are lower. However, proficient teachers are apt to solve open-ended questions in "focusing strategy of questioning".
This paper focuses on mining the characteristics of chemical subject and students' cognition in theory and bringing in the "five W" to chemistry teaching. In addition, a question designing strategy model is put forward integrated the logic of subject knowledge and student cognition.
在论文中,作者选取比较典型的高中化学教师的课堂录像作为分析内容,运用布鲁姆认知目标水平的问题的分类和戴维斯的二维问题分类法对两位教师的问题水平进行评定、统计和分析比较。在此基础上,从问题链的角度对两位教师的典型课例进行分析,得出新手型教师和专家型教师的提问设计的主要区别,发现了中学化学课堂教学中提问存在的主要问题。接着,针对当前中学化学教师课堂提问中存在的问题,从学科知识逻辑和学生认知逻辑探寻出问题链的设计支架,并通过观摩优质课课例、结合理论研究,总结出几种典型的生成性问题操作策略及范例。
研究表明,中学化学课堂中,教师高密度的提问改变了以往教师满堂讲述、学生被动输入各种陈述性知识的教学方式；在问题水平上,无论是新手型教师还是专家型教师,低水平的提问都占多数,高水平提问所占的比例偏小,但是专家型教师比新手型教师较注重有利于学生综合素质提高的分析理解、综合归纳、评价类的高水平提问；无论是新手型教师还是专家型教师,在课堂提问中封闭式提问都占多数,开放式提问居于少数。而专家型教师善于采用聚焦策略解决开放性问题。
本论文重点在于从理论上挖掘化学学科特点和学生认知特点,将“五何问题”分类法引入化学教学中,综合学科知识逻辑和学生认知逻辑构建出问题链设计策略。
Questioning is one of the most effective bilateral activities between teacher and students in the class, which is not only an important channel for both output and feedback to teachers, but also could cultivate students'learning interests and creative ability. However, there are still some phenomena of invalid questioning, such as random questioning, lacking of inspiration in the chemistry class. The main reason is the lack of viable bracket when teachers are designing questions.
In the paper, firstly, the video records of typical chemistry teachers in junior high school are selected as the content for analysis. The questioning levels of the two teachers are classified and compared according to questions classification on the cognitive level of Broome and two dimensional questions classification of Davies. Based on the statistics, we analyze the typical lessons of the teachers from the perspective of the question chain and know the major differences of questioning between novice teachers and proficient teachers. In the meanwhile, we find the main problems existed in the chemistry class in secondary school. Then, for the current problems in classroom questioning, a scaffold of designing questions is explored on the basis of the logic of subject knowledge and student cognition. Through observing perfect lessons combined with theoretical research, several typical design models of questioning chain are summarized.
The research shows that high-density questioning has changed the traditional teaching ways with cramming teaching and passive accepting all kinds of declarative knowledge for students in chemistry class of secondary school. As to question level, whether for novice or proficient teachers, low-level questions are the majority, the proportion of high-level questions are lower, but proficient teachers pay more attention to those questions that could improve the comprehensive talent and ability of the students than the novice teachers such as analysis, synthesis and evaluation. the closed questions of both novice and proficient teachers are the majority, the proportion of open-ended questions are lower. However, proficient teachers are apt to solve open-ended questions in "focusing strategy of questioning".
This paper focuses on mining the characteristics of chemical subject and students' cognition in theory and bringing in the "five W" to chemistry teaching. In addition, a question designing strategy model is put forward integrated the logic of subject knowledge and student cognition.
引文
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