高校教师课堂提问方式与质量调查研究  

A Survey of Teachers' Classroom Questioning Way and Quality

作　　者：方晓翠[1] 侯玉桃[2] 

机构地区：[1]重庆医科大学附属儿童医院,重庆400014 [2]西南大学教育学部,重庆400715

出　　处：《教育理论与实践（学科版）》2013年第10期48-49,共2页

摘　　要：通过对某高校在校大学生进行问卷调查,发现在高校课堂教学中,教师提问的整体质量一般。在提问的效度方面,教师提问能激发学生好奇心的得分均值最低;在提问的跨度方面,教师提问与教学内容的紧密程度最高;在提问对象方面,近1/4的学生认为教师倾向于提问积极或性格外向的学生。全面提高课堂提问质量,教师应把握效度、跨度、广度、坡度等"四个度",优化提问方式。Through a questionnaire survey of university students in a university, findings show that the questions asked by teachers are not so quality in general. In terms of validity, the mean is minimum that the teacher asks students to stimulate curiosity; in terms of span, the relevance is maximum that the teacher asks questions relating with teaching content; as for the questioning approach, nearly 1/ 4 of the students thinks that that teachers tend to ask questions to the students with positive or outgoing personality. To comprehensively improve the quality of classroom questions, teachers should seize such four dimensions as validity, span, scope and slope and optimize the questioning approach.

关 键 词：高校教师 课堂提问方式 课堂提问质量 

分 类 号：G642.0[文化科学—高等教育学]