专家型—熟手型数学教师课堂提问能力的个案比较研究  

Case Study of the Comparison between the Expert and Empirical Mathematics Teachers’ Abilities of Asking Questions in Classroom Teaching

作　　者：白改平[1] 韩龙淑[2] 

机构地区：[1]浙江师范大学教师教育学院课程与教学论系,浙江金华321004 [2]太原师范学院数学系,山西太原030012

出　　处：《数学教育学报》2011年第4期16-19,共4页Journal of Mathematics Education

基　　金：全国教育科学“十一五”规划单位资助教育部规划课题——启发式数学教学的策略研究与实践探索(FFB108017)

摘　　要：通过定性和定量分析发现：专家型教师与熟手型教师在课堂提问程度、提问目的和提问后的思考时间上存在差异．专家教师善于提出富有层次的、能激活学生思维深层参与的启发性问题，并具有较强地灵活调控课堂教学的能力．这些现象表明熟手型教师在依靠自己积淀的丰富教学经验的基础上，只要通过针对性的教师培训、自身经验反思以及积极参与科研等方法就有可能成为专家型教师．Through qualitative and quantitative analysis, we found that expert teachers and empirical teachers are different in asking questions in classroom teaching. Expert teachers are good at putting forward some illuminating questions and have the abilities to adjust and control classroom teaching. The phenomena illustrate empirical teachers maybe become expert teachers on the basic of their rich teaching experience, if only passing through special training, reflection upon experience and active participation in scientific research.

关 键 词：专家型教师 熟手型教师 课堂教学 比较研究 个案研究 

分 类 号：G443[哲学宗教—心理学]