教师有效课堂提问:价值取向与标准建构  

Teacher Effective Classroom Questioning:Value Orientation and Standard Construction

作　　者：卢正芝[1] 洪松舟[2] 

机构地区：[1]杭州师范大学教育科学学院 [2]杭州市下城区教育研究发展中心

出　　处：《教育研究》2010年第4期65-70,共6页Educational Research

基　　金：全国教育科学"十一五"规划2008年度教育部重点课题"教师有效课堂提问研究"(课题批准号:DHA080096)的研究成果

摘　　要：教师有效课堂提问是教师在精心预设问题的基础上,通过创设良好的问题情境,在教学中生成适切的问题,引导学生主动思考进行质疑和对话,全面实现预期教学目标,并对提问及时反思与实践的过程。有效课堂提问的价值取向,从教学目标维度解读,有助于发展学生的思维、彰显师生主体性;从教学过程维度解读,是预设与生成的辩证统一,是关注课堂对话的开展、追求卓越的动态发展过程。教师课堂提问的有效性可以从提问预设、提问方式、提问内容、理答方式、提问效果、提问反思等六个维度进行评价。Teacher effective classroom questioning, which based on elaborately designing questions, is a process that using suitable question context to stimulate students initiative thinking and discussing, achieving desired teaching goal with reflective and practical attitude. Interpreting the value orientation of effective classroom questioning in the perspective of teaching objectives is helpful to realize the development of students＇ thoughts, and bring out the subjectivities of teacher and student. Interpreting the value orientation of effective classroom questioning in the perspective of teaching process, we can see that the value lies in the dialectical unity of presupposition and generation, which is a dynamic development process of paying attention to the development of classroom dialogue and pursuing excellence. The effectiveness of teacher classroom questioning can be evaluated from six dimensions including questioning design, questioning method, questioning content, responding method, questioning effect and questioning reflection.

关 键 词：课堂提问 有效性 问题情境 评价标准 

分 类 号：G424.21[文化科学—课程与教学论]