中学教师课堂提问的社会学分析  

Sociological Analysis of Teachers’ Classroom Questioning in Secondary Schools

作　　者：洪松舟 卢正芝[2] 

机构地区：[1]杭州下城区教育质量监测中心,浙江杭州310014 [2]杭州师范大学教育科学学院,浙江杭州310036

出　　处：《课程．教材．教法》2010年第1期20-24,共5页Curriculum，Teaching Material and Method

基　　金：浙江省哲学社会科学2008年度规划课题“有效课堂提问的理论建构与实证研究”(课题批准号:08CGJY012YB)的研究成果之一

摘　　要：教师课堂提问是师生互动的主要方式，可以从社会学视角进行分析。通过对初中和高中64节新授课的课堂观察记录，发现教师的课堂提问在学业成绩、学生职务、家庭背景、课堂座位、民族种族等五个方面产生着不公平现象，其原因包括教师对教学效果的追求、对个人利益的渴望和教学时的站位等。教师应建立纯洁的师生关系，运用多种技术消除教学中的社会偏差。Teachers＇ classroom questioning penetrates the whole classroom instruction, which is a main method of teacher-student interaction and can be analyzed in the view of sociology. Through observing 64 new lessons records, we have found that there exists education inequality in teachers＇ classroom questioning in the following five factors： such as academic achievement, students＇ duty, family background, classroom seat, nationality and race, the reasons of which are due to teachers＇ pursuing of teaching effect, eager for personal interest and teaching station position. Teachers should establish pure relations and utilize kinds of technologies to diminish social deviation in teaching.

关 键 词：中学 课堂提问 社会学 教育公平 

分 类 号：G421[文化科学—课程与教学论]