浅谈提高物理课堂提问有效性的策略  

Strategy for Increasing Efficiency of Physics Classroom Questioning

作　　者：邹建平[1] 

机构地区：[1]江苏省镇江第一中学

出　　处：《江苏教育研究》2013年第7期76-79,共4页Jiangsu Education Research

基　　金：教育部人文社会科学研究项目"新课程目标下的中学物理教学设计理论及其在新疆各民族中学实践的研究"(课题编号:10XJJA880002)的阶段成果;作者为课题主持人

摘　　要：现行中学物理课堂教学中教师提问环节存在诸多误区和问题。针对现状,物理课堂提问的原则可包括主题性原则、层次性和逻辑性原则、全体性原则、适时性原则、评价性原则等,根据教学内容的特点,物理课堂提问有审问式、盘问式、设问式等不同的类型。教师在备课时应把握好课堂提问设计几个"度",并在课堂教学实践中有的放矢地应用,从而提高课堂提问有效性,使课堂教学效益更优化。Currently, problems with physics teacher questioning are very common in middle school classroom instruction. In view of the current issues, the principles of classroom questioning should contain theme principle, stratum and logic principle, wholeness principle, timeliness principle, and assessment principle. In accordance with the features of teaching contents, physics classroom questioning has varieties of interrogation, cross-questioning, and presupposition. Teachers should properly control the degrees of designing classroom questioning in preparing for lessons, and apply them with point in practice, thus enhancing and optimizing efficiency of classroom questioning and teaching.

关 键 词：中学物理 课堂提问 有效性 

分 类 号：G633.7[文化科学—教育学]