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思想政治新授课课堂提问的有效性研究

【作者】 吴刚

【导师】 黄建军;

【作者基本信息】 华东师范大学, 教育硕士(专业学位), 2017, 硕士

【摘要】 提问,作为师生之间互动的一种方式,自从有教育现象就出现了;课堂提问,自从班级授课制出现以来,就被广泛地用于课堂教学之中,是一种重要的组织课堂教学的形式。新授课在思想政治课堂教学的各种课型之中起着基础性作用,对其他课型有着重要影响。课堂提问在思想政治新授课课堂教学之中也被广泛地运用着,而有效的课堂提问在思想政治新授课课堂教学中对达成课时的学习目标、激发学生学习思想政治课的兴趣、增强学生学习思想政治课的积极性等起着极大的促进作用。然而,在现实的思想政治新授课课堂教学中,课堂提问的运用还面临着有效性的问题,即有些课堂提问是无效或低效的。因此,本专题研究专门研究“思想政治新授课课堂提问的有效性”,以期提高发生在思想政治新授课课堂教学上的课堂提问的有效性。经问卷调查发现,在课堂提问的预设、实施、反思等方面,均不程度存在问题。在提问的预设阶段,主要问题有情境设计陈旧,学生兴趣索然;问题难度与数量失度,课堂提问无效:问题表述模糊,学生回答无据等问题。在提问的实施阶段,提出问题、叫人回答、等候回答、学生回答、处理回答等具体环节,教师都存在处理失当之处。在提问的反思阶段,教师在反思意识、反思行为、落实改进等方面存在问题,导致提问反思的低效乃至无效。之所以会出现上述问题,本文认为主要有体制原因、教师原因、学生原因等三个主要方面的原因。应试色彩的教育体制导致思想政治新授课课堂提问的流于形式。教师教育理念、专业素养、敬业精神的缺陷,制约着思想政治新授课课堂提问的有效性。学生重视程度不够、参与能力欠佳、质疑勇气缺乏,阻碍着思想政治新授课课堂提问的有效性。结合问卷、访谈、前人成果,为提高思想政治新授课课堂提问的有效性,本文从师生准备、提问的课前预设、提问的课上实施、提问的课后反思等四个方面提出了具有操作性的建设性意见,以其为思想政治课的教学与研究贡献绵薄之力。对于思想政治新授课课堂提问的有效性,本文不可能穷尽对一切方面的研究,后来者可以此为出发点,开展新的建设性研究。

【Abstract】 Questioning, which is a way of interaction between teachers and students, have occurred since the arose of the educational phenomenon. Classroom questioning is one of the most important forms of classroom organization. It has been widely used in classroom teaching courses, since the class system appeared. New courses play a fundamental role during varies lesson types of senior ideological and political classes, and it also have an important effect on other types of the ideological and political classes. As for the new teaching courses, classroom questioning was also being widely used. Effective classroom questioning plays important roles in promoting the learning objectives’achievement, motivating the interests of students to this subject and even enhancing the learning enthusiasm of the class, during the whole stage of the new ideological and political classroom teaching courses.However, in the real new ideological and political classroom teaching, classroom questionings are still facing the problem, which means the ineffectiveness or inefficiencies of classroom questions. Therefore, the study of this paper focus on "The effectiveness of classroom questionings in the ideological and political new teaching courses", which tries to improve the effectiveness of classroom questioning in the new ideological and political teaching courses.As the survey shows that classroom questioning also exists some problems in the aspects of presupposing, implementing, reflections, etc. In the stage of presupposing, the main problems are contained the obsolete situational designing, lacking of interests; the imbalance between difficulties and quantities, invalid questionings. There are also some problems just like the ambiguous description of the questions, students’ unfounded answers and other issues. During the implementation phase of questioning, teachers do also have some mishandling behaviors in dealing with the problems, such as:asking questions, inviting students to answer, waiting for the answers, answering questions, assessing the answers and other specific aspects. In the reflection stage of questioning, there are also some existing problems of teachers in the aspects of the awareness and behaviors of reflection and its improvement, which resulted in the inefficient and even ineffective questioning reflection.This paper shows three important reasons for the above problems, which are institutional reasons, reasons of teachers, students and other reasons. Exam-oriented educational system merely leads the classroom questioning in the ideological and political new teaching courses into formality. The defects of teachers’ educational concepts, professional quality and professional dedication, all of which restrict the validity of classroom questioning in the new ideological and political teaching courses. Students pay insufficient attention, poor ability to participate, the lack of questioning courage, hindering the effectiveness of classroom questioning in the new ideological and political teaching courses.Combined with questionnaires, interviews, previous results, to improve the effectiveness of classroom questioning in ideological and political new teaching courses. This article proposed some operational constructive suggestions, based on the teachers and students preparation, presupposing of the class, the question of the implementation of the class and the after class reflection four aspects, which tries to make some modest contribution for its teaching and research of the ideological and political course.For the effectiveness of classroom questioning in the new teaching courses of ideological and political subject. This paper can not have an exhaustive study of all aspects of the research, the newcomers may use this as a starting point, to carry out new and constructive researches.

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  • 【网络出版投稿人】 华东师范大学
  • 【分类号】G633.2
  • 【下载频次】217
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