本文選題：實習教師 + 專家型教師　； 參考：《華中師范大學》2015年碩士論文

【摘要】：課堂提問是師生互動交流的過程,是課堂教學中的一個重要的組成部分,也是展現(xiàn)課堂教學效果的一個重要環(huán)節(jié)�？v觀國內(nèi)外,關(guān)于教師課堂提問的研究也越來越多,教師的課堂提問行為也越來越受到重視。而教師是小學數(shù)學課堂提問的關(guān)鍵人物,也是義務教育階段課程變革與發(fā)展的重要力量。隨著社會對教師專業(yè)發(fā)展的需要,以及對新教師成長的日益關(guān)注,作為教師職業(yè)的開端,實習教師的專業(yè)發(fā)展也逐漸成為教師教育研究的新熱點。為了研究小學階段實習教師在課堂提問中展現(xiàn)出來的不足,為了促進實習教師的專業(yè)化發(fā)展,筆者對比了實習教師與專家型教師的課堂提問特征和差異。本文以“實習教師”和“專家型教師”的小學數(shù)學課堂提問為研究方向。通過綜述研究、課堂觀察、錄音、文字記錄和訪談等方法對實習教師和專家型教師在小學數(shù)學課堂教學上的提問特點進行對比分析。本文研究的對象是蘇州市J校和X校的四位小學數(shù)學教師,其中兩位是實習教師,兩位是專家型教師。研究者作為實習教師參與聽課和記錄,并對整個聽課過程進行錄音和記錄。從兩類教師的提問數(shù)量、提問類型、候答時間和學生參與情況等方面進行比較和研究,從而總結(jié)實習教師和專家型教師的課堂提問特征和差異。本文主要分成五個部分進行展開,第一個部分是緒論,主要闡述了研究的背景、研究的意義以及研究問題和方法等；第二個部分是文獻綜述,主要是對課堂提問以及教師專業(yè)發(fā)展的相關(guān)文章進行文獻綜述,為研究提供理論基礎；第三個部分是研究的過程與實施,主要介紹了研究對象的選取、研究框架的設計以及數(shù)據(jù)的收集、處理和編碼等；第四個部分是研究的結(jié)果與分析,主要是根據(jù)收集和統(tǒng)計的數(shù)據(jù)從提問數(shù)量、類型、候答時間和學生參與度等4個方面對實習教師與專家型教師的課堂提問展開對比分析；最后一部分是研究的結(jié)論與建議,是對上一環(huán)節(jié)比較研究的結(jié)果進行總結(jié),并提出筆者的建議。本文就小學數(shù)學實習教師和專家教師的課堂提問進行對比和分析,希望對實習教師們有一定的參考價值,幫助實習教師們盡快適應工作崗位,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.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.5

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本文編號：1903312