| 中小学教师课堂提问行为中的误区及改进对策 |
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| 引用本文： | 王淑娟.中小学教师课堂提问行为中的误区及改进对策[J].北京教育学院学报,2015(5). |
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| 作者姓名： | 王淑娟 |
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| 作者单位： | 北京教育学院校长研修学院,北京,100120 |
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| 摘 要： | 以"通过提问和理解促进学习和思考(QUILT)"为框架分析目前中小学教师课堂提问中存在的误区,发现:在准备问题环节,启动式问题引发的认知操作过于单一、引思式问题表述不够清晰;在陈述问题环节,随机发问的小问题数量过多、师生不明确需要运用的思维类型或认知方式;在激发学生回答环节,给予学生回答问题的机会不均等、学生缺乏回答问题规则的必要训练;在对学生回答进行加工和反馈环节,加工式问题提问质量不高、反馈大都没有产生积极意义。针对每一环节的问题相应地提出了改进的策略。
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| 关 键 词： | 中小学教学 课堂提问 回答问题 认知操作 |
Misunderstanding and Improvement for Teacher Questioning in Chinese Primary and Secondary School Classroom Teaching |
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| Abstract: | In this article, misunderstanding for teacher questioning is pointed out in primary and sec-ondary school classroom teaching with"Questioning and Understanding to Improve Learning and Thinking (QUILT)" as the analytical framework. In the question preparation stage, the cognitive operation triggered by starting questions is too simple, and the initiation problems are not clear enough. In the question state-ment stage, teachers and students do not know the thinking types or cognitive approaches they should use since there are too many small and random questions. In the answer excitation stage, students do not have equal opportunities to answer questions and they lack necessary training to answer questions. In the re-sponse processing and feedback stage, the quality of processing type questions needs to be improved and positive feedback needs to be increased. The corresponding improvement strategies are also put forward concerning each stage in this paper. |
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| Keywords: | primary and secondary school teaching classroom questioning questions answering cognitive operation |
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