本文選題：問(wèn)題提出 + 影響因素　； 參考：《福建師范大學(xué)》2015年碩士論文

【摘要】：能夠發(fā)現(xiàn)問(wèn)題、提出問(wèn)題是創(chuàng)造能力、批判思維、創(chuàng)新能力的一個(gè)重要組成部分。問(wèn)題提出作為科學(xué)探究的重要組成部分,無(wú)論在科學(xué)研究中,還是學(xué)生發(fā)展中都有重要的意義。然而受我國(guó)應(yīng)試教育文化的影響,問(wèn)題提出直到近幾十年才進(jìn)入人們的研究視野。本文梳理了近十多年間問(wèn)題提出的中外研究現(xiàn)狀。借助快樂學(xué)習(xí)教育平臺(tái)對(duì)三百多名高中生進(jìn)行“問(wèn)題提出”的影響因素的問(wèn)卷調(diào)查,統(tǒng)計(jì)并分析了高中生問(wèn)題提出的現(xiàn)狀和影響問(wèn)題提出的相關(guān)因素。對(duì)福州第四中學(xué)5個(gè)班級(jí)進(jìn)行開放性問(wèn)卷的調(diào)查,統(tǒng)計(jì)高中生在開放性問(wèn)題情境下提出的問(wèn)題數(shù)量,并采用SOLO問(wèn)題分類法對(duì)學(xué)生提出的問(wèn)題進(jìn)行分類。經(jīng)過(guò)調(diào)查研究,發(fā)現(xiàn)學(xué)生的知識(shí)面和學(xué)生提出高問(wèn)題有著顯著的關(guān)系,學(xué)生的知識(shí)面越廣,提出問(wèn)題的水平越高；學(xué)生提出問(wèn)題的能力與年級(jí)高低有關(guān),高二學(xué)生人均提出問(wèn)題數(shù)量要比高一年級(jí)要多,同一年級(jí),實(shí)驗(yàn)班人均提出高水平問(wèn)題要比普通班級(jí)要多。提出問(wèn)題的過(guò)程分為四步：獲得信息、陳述信息、質(zhì)疑問(wèn)題或拓展問(wèn)題、提出問(wèn)題。最后介紹了促進(jìn)學(xué)生提出問(wèn)題的一些策略和方法。
[Abstract]:To be able to find problems and ask questions is an important part of creativity, critical thinking and innovation. As an important part of scientific inquiry, the question is of great significance in both scientific research and student development. However, under the influence of examination-oriented education culture in China, the problem was put forward only in recent decades. This article combs the domestic and foreign research present situation which the question raises in the recent ten years. With the help of happy learning education platform, more than 300 senior high school students were investigated with questionnaires on the influencing factors of "question asking", and the present situation of the problems raised by senior high school students and the relevant factors affecting the problems raised were analyzed. An open questionnaire survey was conducted in five classes of Fuzhou No. 4 Middle School to count the number of questions raised by senior high school students under the situation of open problems and to classify the questions raised by students by using the SOLO problem classification method. Through investigation and research, it is found that there is a significant relationship between students' knowledge and students' raising high questions. The wider the students' knowledge is, the higher the level of asking questions is, and the ability of students to ask questions is related to their grades. The number of questions raised by students in senior two is more than that in grade one, and in the same grade, the students in the experimental class ask more questions at a high level than in the ordinary class. The process of asking questions is divided into four steps: obtaining information, presenting information, questioning or expanding questions, and asking questions. Finally, some strategies and methods to promote students to ask questions are introduced.
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8

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本文編號(hào)：1929231