小学职前教师提问能力现状及应对策略研究——基于修订后的布卢姆教育目标分类学理论  

Research on the Current Situation and Countermeasures of Pre-service Teachers’ Questioning Ability in Primary Schools——Based on Bloom’s Revised Taxonomy Theory of Educational Goals

作　　者：王嵘[1] WANG Rong(Department of Education and Psychology,Yuncheng University,Yuncheng 044000,China)

机构地区：[1]运城学院教育与心理科学系,山西运城044000

出　　处：《运城学院学报》2024年第3期84-89,共6页Journal of Yuncheng University

基　　金：运城学院2019年度应用研究项目(CY-2019004);山西省哲学社会科学规划课题(2022YY176);山西省教学改革研究项目(J20221004)

摘　　要：提问能力是教师教育实践能力的重要组成部分,能够提出高质量问题并有效进行提问是一名合格教师应具备的基本素质之一。本研究使用修订后的布卢姆教育目标分类表对小学教育专业大四年级学生(n=10)执教的10节语文课中的提问进行分析,发现加强教师教育者示范引领作用能帮助师范生树立正确的提问观;重视教育实践情境创设,能提高师范生课内外训练的主动性和积极性;重构课堂教学模式可以促进师范生在不断反思中提高课堂教学提问能力。As an important part of educational practice ability,the ability to ask high-quality questions and use questions as a teaching tool is one of the basic qualities a teacher should possess.In this study,the revised Bloom's taxonomy of educational objective classification table was employed to analyze the questions proposed in 10 Chinese language classes taught by senior students(n=10) majoring in primary education.It was found that strengthening the demonstration and leading role of teacher educators can help normal university students to establish a correct view of questioning;Attaching importance to the creation of educational practice situations can improve the initiative and enthusiasm of normal university students to practise in and out of class;Attaching importance to the creation of educational practice situation can improve the initiative and enthusiasm of normal university students' training in and out of class;Reconstructing the classroom teaching model can promote normal university students to improve the classroom questioning ability through continuous reflection.

关 键 词：师范生 修订后的布卢姆教育目标分类法 提问能力 知-行-思-行 

分 类 号：G420[文化科学—课程与教学论]