青年教师新授化学课提问有效性的实证研究——基于课堂观察视角  

An Empirical Study on the Effectiveness of Questioning in New Chemistry Course for Young Teachers——From the Perspective of Classroom Observation

作　　者：杨光辉[1] 陈光敏 YANG Guanghui;CHEN Guangmin(Jilin Provincial Institute of Education,Changchun Jilin 130022,China;Experimental High School of Fengman District of Jilin City,Jilin Jilin 132013,China)

机构地区：[1]吉林省教育学院,吉林长春130022 [2]吉林省吉林市丰满区实验中学,吉林吉林132013

出　　处：《吉林省教育学院学报》2019年第2期1-5,共5页Journal of Jilin Provincial Institute of Education

基　　金：吉林省教育科学"十三五"规划课题;课题批准号:GH171078

摘　　要：基于课堂观察的视角对9名青年教师的9节新授课进行了问题有效性研究。研究主要从提问的清晰度、问题的层次、教师理答方式、学生回答的情况等维度进行了统计分析,结果表明:90%的教师都能清晰地表达想要提出的问题;在全部问题中,低思维水平的问题占83%,高思维水平的问题仅占17%,说明青年教师在提问问题的层次上还有待进一步提高;在理答方面,教师追问的占40%,学生回答问题时,教师基本上都能以鼓励为主,没有批评讽刺的情况;从学生回答问题的情况来看,集体回答和个别回答的问题共占98.0%,交流讨论后回答问题的情况几乎为零,说明教师合作交流自主学习的教学方法做得还不够好。Based on classroom observation, the effectiveness of nine new lessons taught by nine young teachers was studied.The results show that 90% of the teachers can clearly express the questions they want to ask, 83% of the questions with low thinking level and only 17% of the questions with high thinking level, indicating that young teachers still need to improve on the level of questions. Furthermore, 40% of teachers set up questions after students finishing their answering and teachers could encourage students to answer questions without criticism and irony. According to students’ answering to the questions, 98.0% are collective and individual answers, and almost no questions are answered after exchange and discussion, indicating that teachers’ teaching methods of cooperative communication and autonomous learning are not good enough.

关 键 词：问题有效性 课堂观察 教师教学 

分 类 号：G633.8[文化科学—教育学]