發(fā)布時間：2018-05-18 20:47

  本文選題：閱讀教學 + 優(yōu)質問題�。� 參考：《閩南師范大學》2015年碩士論文

【摘要】：閱讀教學是初中語文課堂的一個重要教學內(nèi)容,他能最終促進學生語文素養(yǎng)的提高。課堂提問是教師有效的組織教學,推進教學進度,調(diào)控教學節(jié)奏而采用的一種課堂組織方式。因此筆者希望結合優(yōu)質提問教學法的理論,探究優(yōu)質問題的內(nèi)涵、特征、框架、及改進策略,并將其付諸實踐,用實踐來檢驗。緒論部分筆者采用文獻法,查閱了近年來關于提問藝術的研究成果,結合【美】Jackie Acree Walsh(2009)提出的優(yōu)質提問教學法提出本文的研究問題。主體部分首先從優(yōu)質問題的四個普遍特征來定義語文閱讀教學優(yōu)質問題的內(nèi)涵特征,并構建語文閱讀教學優(yōu)質問題的評估框架。其次從目標的關聯(lián)度、教學內(nèi)容的確定、認知水平、問題措辭模糊這四個方面對初中閱讀教學優(yōu)質問題設計的癥結進行分析。接著再次從目標確定、重要教學內(nèi)容的篩選、認知水平聚焦、問題措辭的選擇這四個方面提出改進策略。最后筆者根據(jù)上述的理論進行實踐、反思,以《景泰藍制作》為例把運用優(yōu)質問題設計理念指導的課堂教學,與沒有運用優(yōu)質問題設計理念指導的課堂教學進行對比。從對比中筆者希望問題的設計要以先進的教育理念為支撐,問題的設計要汲取語文教育的先進成果。
[Abstract]:Reading teaching is an important teaching content in junior middle school Chinese classroom, and it can promote the improvement of students' Chinese literacy. Classroom questioning is an effective way for teachers to organize teaching, promote teaching progress and adjust teaching rhythm. Therefore, the author hopes to combine the theory of high quality question teaching method, explore the connotation, characteristic, frame and improvement strategy of high quality question, and put it into practice and test it with practice. In the introduction part, the author uses the literature method to refer to the research results of the art of questioning in recent years, and puts forward the research questions of this paper in combination with the high quality question teaching method put forward by [USA] Jackie Acree Walsher 2009). The main part firstly defines the connotative characteristics of the quality problems in Chinese reading teaching from the four general characteristics of the quality problems and constructs the evaluation framework of the quality problems in the teaching of Chinese reading. Secondly, the paper analyzes the crux of the design of high quality problems in junior high school reading teaching from four aspects: the correlation degree of goal, the determination of teaching content, the level of cognition, and the ambiguity of problem wording. Then, the improvement strategies are put forward from four aspects: goal determination, selection of important teaching contents, focus on cognitive level and choice of problem wording. Finally, the author carries on the practice according to the above theory, introspects, takes "cloisonne making" as an example to use the high quality question design idea instruction classroom teaching, and does not use the high quality question design idea instruction classroom instruction to carry on the comparison. The author hopes that the design of the problem should be supported by the advanced educational idea and the design of the problem should draw on the advanced achievements of Chinese education.
【學位授予單位】：閩南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.33

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本文編號：1907148