课堂提问中的“问题”检视与对策

以问题激发学生探究思考的"问题教学",是实施素质教育的必然要求。但实践中相当部分教师课堂提问存在诸多问题:问题缺乏深度;忽视学生思考问题的环节;对学生回答的反馈不当;忽视提问时机的选择;提问的方式方法不当。鉴于此,需要我们认真反思并采取相应对策。     

让学生在问题中快乐成长

小学数学教学中,培养学生的问题意识,对于开发学生智力,发展学生思维,变学生课堂上的被动接受为主动探求,实现素质教育起着积极的作用。在我们的课堂教学“提问——回答——反馈”的环节中,提问由谁主导,反馈由谁进行,直接影响着学生主体地位的发挥。如果学生敢于提问、愿意提问、乐于提问,     

课堂提问中的“问题”检视与对策

以问题激发学生探究思考的“问题教学”．是实施素质教育的必然要求。但实践中相当部分教师课堂提问存在诸多问题：问题缺乏深度：忽视学生思考问题的环节：对学生回答的反馈不当;忽视提问时机的选择;提问的方式方法不当。鉴于此,需要我们认真反思并采取相应对策。     

专家型教师与新手型教师在课堂提问上的差异研究

本研究以小学数学教师所执教的课例为研究对象,通过录像分析法对专家型教师和新手型教师在课堂提问中思维导向性上的差异进行了研究。结果表明,专家型教师与新手型教师在课堂提问中的问题水平、提问方式、反馈方式、回答类型以及追问情况等方面存在着显著差异。专家型教师更倾向于提问高水平的问题;提问方式多样化;更倾向于直接反馈;回答类型上"创造型"的比例更高;在追问情况上,更倾向于逐层追问,并有效控制重复追问的次数。进一步的分析表明,问题水平、提问方式、反馈方式、追问情况等方面对课堂教学的效果构成了必要的影响因素,而学生回答类型对教师教学效果不构成必要的影响因素。     

提问技能（上）

提问技能（上）提问是教学过程中师生相互交流的一种方式，一般指教师向学生提出问题要求回答。其作用有：引起思考，启迪智慧，集中注意力，巩固知识，运用知识，了解反馈信息等。提问的类型，根据问题的复杂程度可以区分为低级认知提问和高级认知提问。低级认知提问有：...     

新入职教师在课堂中提问与反馈的实践研究——小学数学教师录像课编码分析

研究新入职教师的课堂是设计针对性强的培训内容的重要前提,而课堂中的提问与反馈是教师展开并推进教学的主要方式。通过对18节小学数学录像课进行编码分析,研究小学数学新入职教师对学生想法的反馈表现以及课堂提问发现:新入职教师的课堂提问缺乏对学生高阶思维的启发,没有引导学生发问;新入职教师不懂得如何把学生的回答纳入教学之中;在学生出错之后,新入职教师没有从学生认知的角度给予纠正与引导……因此,新入职教师在课堂教学中需要给予学生提问权,关注学生高阶思维的启发式提问,提升学生的自我获知感,理性地建构开放式课堂。学校应通过针对性强和分段式的研训,提升新入职教师的教学水平,使学生得到更好的发展。     

让提问之后的课堂更精彩

课前提问是启发、督促学生学习,检查教学效果,反馈教学信息的重要环节,没有提问的课堂是缺乏生机的课堂,课前没有巩固提问的环节不算完美的教学,理应改进。然而,如果学生能够正确回答教师提出的问题，     

例谈化学教学中的提问策略

化学教学中的提问,是促进教学成功的关键之一.只有在化学教学中精心设计问题、把握好提问切入的时机、选择合适的提问对象并对回答结果进行正确处理,才能起到巩固知识、及时反馈教学信息、激励学生积极参与学习活动、启迪学生的思维、发展学生的心智、完善学生的认知结构的作用.具体讲提问内容的设计要突出重点、突破难点、针对疑点并关注社会热点;提问的时机要把握在引入新课时、引发探究时、强化重难点时和引导思维发散时;提问对象要具体内容具体分析,激发兴趣的问题选择基础较弱的学生,巩固知识的问题选择中等学生,起点高、灵活的问题选择中、上等学生,开放性和创造性的问题选择优等生;对学生的回答要进行激励性评价,注意对思维过程的审查,注重对解法和变题的指导,巧妙处理学生的错误答案.     

教师课堂提问的公正性思考

课堂提问是教学中的重要活动。一直以来,人们寻求的是课堂提问有效性的策略和标准,对课堂提问本身的公正性缺乏思考。然而,教师课堂提问的不公正现象显然存在于课堂提问之中,表现在学生获得问题回答的次数、问题的类型以及对学生问题回答的反馈等方面。要做到课堂提问的公正性,必须从探究不公正行为的原因着手,以此提出相关策略,力求教学中教师的课堂提问能够做到合理、公正,使每一位学生都能积极地参与教师的课堂提问并进行差异互动。     

小学数学课堂教学中有效提问的策略

课堂提问中存在的问题:追求热闹,提问过多,走向"满堂灌"的另一个极端"满堂问";问题的设计是为了教师好教,不是为教学服务;不会倾听学生正在回答的问题,不会有效倾听;把"提问"当作惩罚的手段;忽视学生的提问;总选择相同的学生回答问题;给予消极的反馈等.我们往往看到的是教师为了表面上的热闹而简单、随意、重复的提问,课堂上占半数的提问是缺乏科学的依据与科学设计的;学生则是不敢或不愿提出问题,或不能、不善于提出问题.     

Using student-generated questions for student-centred assessment

In small groups, medical students were involved in generating questions to contribute to an online item bank. This study sought to support collaborative question‐writing and enhance students’ metacognitive abilities, in particular, their ability to self‐regulate learning and moderate understanding of subject material. The study focused on supporting students to write questions requiring higher order cognitive processes. End‐of‐year formal examinations comprised 25% student‐generated questions (SGQs), while mid‐year examination items were completely unseen. Data were gathered from repeated administration of a questionnaire and from examination results. No statistically significant changes were identified in self‐rated monitoring of understanding and regulation of learning. The activity of generating questions supported students to work collaboratively in developing questions and answers. The bank of questions was appreciated by students as a source of revision material, even though it was not strongly focused on higher order processes. Based on scores, it would appear that many students chose to memorise the question bank as a ‘high‐yield’ strategy for mark inflation, paradoxically favouring surface rather than deep learning. The study has not identified directly improvements in metacognitive capacity and this is an area for further investigation. Continual refinement of the study method will be undertaken, with an emphasis on education of students in developing questions addressing higher order cognitive processes. Although students may have memorised the questions and answers, there is no evidence that they do not understand the information.     

Questioning Secondary Inclusive Education: Are Inclusive Classrooms Always Best for Students?

Educating students with special needs in inclusive settings has become a priority for westernized governments as they strive to create more inclusive societies. While recognizing the societal benefits of inclusion, teachers and parents question whether or not implementation of full inclusion will come at the expense of learners’ individual needs. This is particularly true for students with cognitive disabilities moving into the content-rich, peer-dominated environment of secondary school. It will be maintained within this article that there remains a need for segregated classrooms where students with mild cognitive disabilities can receive the specialized programming and supports that they require in a low-stress environment. Furthermore, educators should continue to prioritize the learning needs of all students with disabilities when contemplating full inclusion. Modeling an inclusive society should not mean inclusion at all costs, but considering what’s best for each student and recognizing that one size does not fit all.     

New Dimensions to Psychosocial Development in Traditionally Aged College Students

Why do so many traditionally aged college students engage in inappropriate behaviors, even when they are smart enough to know better? To answer this question, Gregory S. Blimling looks at some of the latest neuroscience research and, in doing so, introduces a new dimension to understanding psychosocial development in college students—developing the capacity for self‐regulatory cognitive control.     

Providing the answers does not improve performance on a college final exam

In the context of an upper-level psychology course, even when students were given an opportunity to refer to text containing the answers and change their exam responses in order to improve their exam scores, their performance on these questions improved slightly or not at all. Four experiments evaluated competing explanations for the students’ failure to correct their answers. Experiments 1–3 ruled out ceiling effects, cognitive bias from a previous response and item selection effects, respectively, as explanations of the result. Experiment 4 showed that no more than 41% of the students comprehended the paragraphs well enough to find the answer. Furthermore, even this 41% of the students did not put sufficient effort into finding the answer, regardless of the impact on their grade, when they were not coerced to do so.     

Positioning participation in the NGSS era: What counts as success?

The Next Generation Science Standards (NGSS) strives to shift science learning from the teacher as a single cognitive agent, to a classroom community in which participants are working together in directing the classroom's communal knowledge to figure out questions about how phenomena occur, and building, testing, and refining their ideas to address those questions. To achieve this type of classroom environment, teachers should attend to students' knowledge and ideas and pay attention to how students are located within teacher-led interactions, such as being positioned as active discussants or designated listeners. In this study, we explore if and how this is occurring in the NGSS era. We used a naturalistic inquiry to explore how an experienced first-grade teacher used a new NGSS-aligned unit that called for students to use the science and engineering practices (SEP) to build content knowledge. We used a macro-analytic lens to answer the research question “how are class discussions shaped to address the SEP”? We used a micro-analytic lens to answer the research question “how are students positioned during these science discussions in this classroom?” Evidence suggests that the teachers' whole class discussions incorporated and involved the SEP which were specified in the unit lessons for content learning. However, on a micro-analytic level, we found that few students were positioned as active discussants. The teacher heavily relied on those students who could provide succinct and clearly relevant answers while positioning the remainder of the students as silent spectators. Implications from this research suggest that not only new NGSS curriculum materials need to focus on what students should know and do but they also need to address heuristics for teachers that show them how to position all of their students as active doers of science so all students have opportunities to build deeper, core science knowledge.     

An in-depth study of misconceptions in stoichiometry and chemical equilibrium at a South African university

An investigation into the attempts of Chemistry I students at the University of the Witwatersrand, Johannesburg, South Africa, to answer questions in an examination involving stoichiometry and chemical equilibrium revealed that the majority of the students do not fully understand either concept. These results are in line with studies carried out in other countries and it seems that the main difficulty with these topics is that they are highly abstract and first taught to students before they have reached the stage of formal operational thought. Concrete examples (not open to misinterpretation) need to be used when these topics are first introduced to students, and cooperative learning in small groups should be encouraged to give students an opportunity to identify and remediate their misconceptions in a nonthreatening environment. © 1996 John Wiley & Sons, Inc.     

高中英语阅读课堂教学中的教师提问与课堂互动

提问是英语教师在英语阅读课中最常用、最重要的教学手段之一。提问可以分为展示性提问和参考性提问两类。本文采用录音转为文字记录和学生访谈的方式,发现了高中英语阅读课上存在的问题:提问类型分配不合理、学生回答问题机会不均、缺少侯答时间、反馈方式单一等问题。因此该论文对于如何进一步优化高中英语教师阅读课提问技巧,增强师生课堂互动性,提高教学效率有一定意义。     

Measures of Cognitive Styles: A Critical Review

The target of this analysis is the soundness of the evidence for cognitive styles. Cognitive styles were examined to question the relation between conceptual and empirical levels. Several criteria for the distinction between cognitive styles and intellective abilities (Messick, 1984) were posited to answer this question. My analysis demonstrates the limitations oh: the evidence in support of cognitive styles. The measures of cognitive styles do not sufficiently match the criteria on the conceptual level: Consistent convergent and discriminant validity is lacking. Most style measures are best interpreted as ability tests. I Sufficient empirical evidence of any cognitive style dimension in the sense of a bipolar, value-differentiated preference construct cutting across domains is lacking. Although cognitive style research is not rendered completely useless, a vast amount of empirical research needs to be reinterpreted.     

解读《Avatar》中的三个物理问题

为解决《Avatar》作为听力材料的教学中学生提出的问题,主要对三个问题进行分析阐述：其一,描述了Pandora星球在Alpha星系中的位置以及与地球间的距离;其二,对电影中未能体现的相对论效应,以及难于想象的能源消耗量给予粗略计算,消耗的能源是难于想象的,对理解人类资源索取的目的非常直接;第三,对＂心灵感应＂大概是怎么发生的给予简单解释,生物电磁场的奥妙依然有待进一步研究.这些为学生更好地领会电影构思的巧妙、理解剧情有很大帮助.