發(fā)布時(shí)間：2018-05-17 23:17

  本文選題：實(shí)習(xí)教師 + 專家型教師　； 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：課堂提問(wèn)是師生互動(dòng)交流的過(guò)程,是課堂教學(xué)中的一個(gè)重要的組成部分,也是展現(xiàn)課堂教學(xué)效果的一個(gè)重要環(huán)節(jié)。縱觀國(guó)內(nèi)外,關(guān)于教師課堂提問(wèn)的研究也越來(lái)越多,教師的課堂提問(wèn)行為也越來(lái)越受到重視。而教師是小學(xué)數(shù)學(xué)課堂提問(wèn)的關(guān)鍵人物,也是義務(wù)教育階段課程變革與發(fā)展的重要力量。隨著社會(huì)對(duì)教師專業(yè)發(fā)展的需要,以及對(duì)新教師成長(zhǎng)的日益關(guān)注,作為教師職業(yè)的開(kāi)端,實(shí)習(xí)教師的專業(yè)發(fā)展也逐漸成為教師教育研究的新熱點(diǎn)。為了研究小學(xué)階段實(shí)習(xí)教師在課堂提問(wèn)中展現(xiàn)出來(lái)的不足,為了促進(jìn)實(shí)習(xí)教師的專業(yè)化發(fā)展,筆者對(duì)比了實(shí)習(xí)教師與專家型教師的課堂提問(wèn)特征和差異。本文以“實(shí)習(xí)教師”和“專家型教師”的小學(xué)數(shù)學(xué)課堂提問(wèn)為研究方向。通過(guò)綜述研究、課堂觀察、錄音、文字記錄和訪談等方法對(duì)實(shí)習(xí)教師和專家型教師在小學(xué)數(shù)學(xué)課堂教學(xué)上的提問(wèn)特點(diǎn)進(jìn)行對(duì)比分析。本文研究的對(duì)象是蘇州市J校和X校的四位小學(xué)數(shù)學(xué)教師,其中兩位是實(shí)習(xí)教師,兩位是專家型教師。研究者作為實(shí)習(xí)教師參與聽(tīng)課和記錄,并對(duì)整個(gè)聽(tīng)課過(guò)程進(jìn)行錄音和記錄。從兩類教師的提問(wèn)數(shù)量、提問(wèn)類型、候答時(shí)間和學(xué)生參與情況等方面進(jìn)行比較和研究,從而總結(jié)實(shí)習(xí)教師和專家型教師的課堂提問(wèn)特征和差異。本文主要分成五個(gè)部分進(jìn)行展開(kāi),第一個(gè)部分是緒論,主要闡述了研究的背景、研究的意義以及研究問(wèn)題和方法等；第二個(gè)部分是文獻(xiàn)綜述,主要是對(duì)課堂提問(wèn)以及教師專業(yè)發(fā)展的相關(guān)文章進(jìn)行文獻(xiàn)綜述,為研究提供理論基礎(chǔ)；第三個(gè)部分是研究的過(guò)程與實(shí)施,主要介紹了研究對(duì)象的選取、研究框架的設(shè)計(jì)以及數(shù)據(jù)的收集、處理和編碼等；第四個(gè)部分是研究的結(jié)果與分析,主要是根據(jù)收集和統(tǒng)計(jì)的數(shù)據(jù)從提問(wèn)數(shù)量、類型、候答時(shí)間和學(xué)生參與度等4個(gè)方面對(duì)實(shí)習(xí)教師與專家型教師的課堂提問(wèn)展開(kāi)對(duì)比分析；最后一部分是研究的結(jié)論與建議,是對(duì)上一環(huán)節(jié)比較研究的結(jié)果進(jìn)行總結(jié),并提出筆者的建議。本文就小學(xué)數(shù)學(xué)實(shí)習(xí)教師和專家教師的課堂提問(wèn)進(jìn)行對(duì)比和分析,希望對(duì)實(shí)習(xí)教師們有一定的參考價(jià)值,幫助實(shí)習(xí)教師們盡快適應(yīng)工作崗位,在教師行業(yè)更快、更好發(fā)展。
[Abstract]:Classroom questioning is a process of interactive communication between teachers and students. It is an important part of classroom teaching and also an important link to show the effect of classroom teaching. At home and abroad, there are more and more researches on teachers' classroom questioning, and teachers' questioning behavior is paid more and more attention. The teacher is the key person in the mathematics classroom of primary school, and also the important force of curriculum reform and development in compulsory education stage. With the need of teachers' professional development and the increasing attention to the growth of new teachers, as the beginning of the teaching profession, the professional development of intern teachers has gradually become a new hot spot in the research of teacher education. In order to study the deficiency of intern teachers in classroom questioning in primary school, and to promote the professional development of intern teachers, the author compares the characteristics and differences of classroom questioning between intern teachers and expert teachers. This paper focuses on the elementary mathematics classroom questioning of "intern teachers" and "expert teachers". Through the methods of summarization, classroom observation, recording, writing record and interview, this paper makes a comparative analysis of the characteristics of questioning between intern teachers and expert teachers in primary mathematics classroom teaching. The object of this study is four elementary school mathematics teachers in Suzhou J school and X school, two of whom are intern teachers and two are expert teachers. As an intern teacher, the researcher takes part in listening and recording, and recording the whole process of listening. This paper compares and studies the quantity, type, waiting time and students' participation of the two kinds of teachers, so as to summarize the characteristics and differences of classroom questioning between intern teachers and expert teachers. This paper is divided into five parts, the first part is the introduction, mainly elaborated the research background, the research significance, the research question and the method and so on; the second part is the literature review, the second part is the literature review. The third part is the process and implementation of the research, mainly introduces the selection of the research object. The design of the research framework and the collection, processing and coding of the data, etc.; the fourth part is the results and analysis of the research, mainly based on the data collected and statistics from the number of questions, types, The last part is the conclusion and suggestion of the research, which is a summary of the results of the previous comparative study. And put forward the author's suggestion. This paper compares and analyzes the classroom questions of primary school mathematics intern teachers and expert teachers, hoping that it will be of certain reference value to interns, help them adapt to their jobs as soon as possible, and develop more quickly and better in the teaching profession.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.5

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本文編號(hào)：1903312