试论现代教学设计理论体系

教学设计应该是一门应用性学科,是如何将教育教学理论、学习理论、传播学理论、系统科学等基础学科的研究成果应用于设计教学系统的学问.教学设计理论的研究对象不是教学系统的性质,而是教学系统的设计方法;教学设计的过程应该是一个创造性地解决教学问题的过程.能对教学现象具有较强的解释能力,能提供发现教学问题、分析教学问题和解决教学问题的方法;能提供控制教学的方法和手段;能提供寻找解决教学问题新方案的方法.     

教学是一种特殊形式的交往

教学的本质问题是教学论中一个极其重要的问题。从其独特的交往目的、主体、信息、介质、关系来说，教学是一种特殊形式的交往。研究教学交往本质对于教学论学科的发展、教师和学生的成长以及教学质量的提高有着深层的意义。     

本体论视野中的教学演化:一种新的教学史观

作为一种人为的存在 ,教学在历史中发生、存在和演化。在以往的教学论研究中 ,教学演化问题一直未能真正进入理论的视域。在教学本体论研究中 ,教学演化作为教学存在的基本形式和基本表征 ,处于极其重要的理论地位。教学演化问题的研究在研究主体、研究对象、思维方式和研究结果等方面与以往的研究截然不同 ,教学演化的方向性、教学方式的演变、教学系统的发育、教学进化史、教学史观等相关理论问题 ,构成了教学演化问题研究的主要论域。教学演化问题的确立以及就此而展开的深入研究 ,在理论上预示着一种新的教学史观的形成     

问题导向学习在中学化学教学中的运用

问题导向学习是中学学科教学普遍适应的教学方法,对让学生体验化学奥秘,激起学生主动探索化学知识,提高教学质量有独特的教学功能。本文对中学化学问题导向学习过程中问题教学的内涵、方法等相关问题进行探讨。     

数学教学中的问题设计

数学的本质是思维,数学教学就是数学思维活动的教学。问题是数学的心脏,数学知识、思想、方法、观念都是在解决数学问题的过程中形成和发展起来的,没有问题就没有思维。因此,数学教学设计的中心任务就是要设计一个（或一组）问题,把数学教学过程组织成为提出问题和解决问题的过程。通过问题调动学生探究热情,激发学生的求知欲和进取精神,让学生在解决问题的过程中学数学,增长知识,发展能力。从本质上讲,数学教学设计就是问题设计。一、设计初始问题,充分暴露数学思维过程。所谓初始问题,就是那些可以导至数学知识（概念、定理、…     

学生问题意识的培养

问题意识是指人们在认识活动中对一些难以解决或疑惑的问题产生探究的心理状态，并进而提出问题、分析问题、解决问题的心理品质。问题是思维之源、创新之基。     

“余弦定理”的探究式教学

探究式教学是在教师的指导下,由学生自主的发挥、探索,通过发现问题、调查研究、动手操作,表述与交流等探究活动,获得知识、技能,解决数学学习过程中发现的问题,从而完成学习任务.本文是笔者对“余弦定理”进行探究式教学的一次尝试.教学分“创建问题环境—探索、猜想公式—求异探新、证明公式—分析结构、体验数学美”等几个基本环节进行.1　创设问题环境,激发学生探究性学习的动力　　探究式教学的关键是“问题环境”的设计.问题环境的设计不单单是问题本身的设计,还包括问题的引入方式、利用方式、预计解决方式、连锁引发新问题等方式.怎…     

浅谈问题情境“三化”

巧妙设障布疑，把学生置身于研究数学问题的氛围之中，能诱发学生自己发现问题、提出问题、分析问题、解决问题的欲望。因此，在数学教学过程中，我们要注意创设情境，依托情境，让学生在情境发生、发展的过程中积极、主动、创新地学数学。那么，如何创设有质量的问题情境？笔者认为必须做到“三化”。     

体育教学的提问艺术

在体育教学中，教师不仅要教技能和技巧，还要经常提出问题，让学生解决问题，从而达到理论和实践相结合。教师提问题是一门艺术。笔者认为对提出的问题和设置的问题，把握好“度”是很重要的，即问题的角度、难度、跨度、深度、广度和密度。     

个性化的教学成就优质的历史教学

历史教师必须进行个性化的教学提高历史教学的实效性。建立和谐的师生关系,鼓励学生提出问题,允许师生存在错误,创造共同改进的学术探究氛围,提高学生学习的主动性。同时,教师通过生活化的、故事化的、趣味性的问题情境,引起学生对问题兴趣,用质疑性的问题,引导学生学会对各种问题的质疑,提高历史思维能力,培养学生客观全面地认识生活中遇到的各种问题的能力,而不是盲从。这就是个性化的历史教学的成功之处,体现了"教育以人为本"的理念。     

幼儿科学教育中的教师提问类型和形式

在幼儿科学教育活动中,教师应根据幼儿探索的具体情况,选择问题的类型,运用提问的形式。常见的问题类型主要有：巩固性问题、理解性问题、探索性问题、比较性问题、发散性问题和应用性问题。常见的提问形式有：直问、曲问、顺问、逆 问、插问、追问、设问和反问。     

英语听力课堂提问艺术

听力课堂提问的作用在于检验教学效果,促进学生思维和语言能力的发展;课堂提问要遵 循科学性、目的性、启发性和兴趣性的原则;提问可分为预听提问、回忆提问、分析提问和综合提问。认 真钻研教材,了解教育对象是提高课堂提问质量的根本途径。     

Role of concept definition, teaching examples, and practice on concept learning from prose

Two experiments were performed to evaluate the effects of definition adjunct questions on concept learning. Each experiment included 132 undergraduates at a large midwestern university. In both experiments, subjects studied a passage containing matched or unmatched application questions only, matched or unmatched application questions preceded by a definition question, definition questions only, or no questions at all. The critical attributes of the to-be-learned concepts were more salient in the sets of examples and nonexamples presented in the matched application questions than in the unmatched application questions. Subjects took a criterion test which consisted of novel matched and unmatched application questions. In both experiments, only unmatched application adjunct questions preceded by a definition question produced significantly higher performance on the criterion questions than definition questions only. The discussion focused on the importance of definition questions for effective use of different types of application questions.     

正反型反问句考察

正反型反问句有两种类型:前项否定式和后项否定式。两种类型的使用频率相差不大。与其他类型的反问句相比,正反型反问句有一个显著特点,即句首常出现一些话语标记。这可能与正反型反问句情感评价上的对立有关。与是非型反问句相比,正反型反问句语气要弱,主要用来说服劝告。这就是其特殊的语用价值。     

宝鸡方言疑问句初探

宝鸡方言疑问句和普通话疑问句一样,也可分为特指问句、是非问句、反复问句、选择问句四种,但结构形式有所不同,文章主要论述宝鸡方言特指问句、是非问句、反复问句、选择问句的特点。     

The role of relevant active questions in learning based upon successive presentations

Both active questions i.e. questions asked by subjects, and provided (or passive) questions i.e. offered to subjects as problems for solution, had been found to facilitate learning and retention of prose material when subjects were faced with a task of sufficient difficulty to challenge their competence. With difficult prose, boys and low ability subjects had gained most from active questions. These effects were more pronounced in the long term. In this study, the effects of relevant active questions i.e. questions which subjects can put alongside answers, are investigated and compared with those of active and provided questions, over a series of six presentations for both the short and the long term (i.e. after ten months). In the short term, although active questions give greater help than provided questions on the first presentation, and relevant active questions give the greatest improvement between the first and second presentations, provided questions are the most helpful overall. In the long term, however, both the active questions treatments prove to be as effective as provided questions. For low ability boys, the difference between treatments is negligble even in the short term; under the relevant active questions treatment the number of questions asked is greater; and the decline in inspection time over presentations is negligible.This study formed part of a Schools' Council Research project (Director: Dr. W. P. Robinson) in the Department of Psychology, University of Southampton.     

Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions

This case study of a first-year and an experienced teacher presents an analysis of the place and frequency of three types of questions: probing, guiding, and factual. We examined the use of these questions in the course of five lessons, in order to study the relationship between the part of the lesson and types of questions asked. In addition, we interviewed the teachers to gain insights into their reasons for asking different types of questions. Both teachers asked many more factual questions than other types of questions regardless of their teaching strategies. Both asked more probing questions during the summary part of the lessons than in other parts. The first year teacher asked more probing questions overall than the experienced teacher, except in a lesson in which the experienced teacher engaged student with manipulatives. Guiding questions were rarely used by either teacher. In the interviews, both teachers said asking higher order questions was important for better students’ learning, even though they asked relatively few probing or guiding questions. Using the indicators we developed for question types, we found that the two teachers were aware of the functions of questions they used. Even after a considerable amount of time had elapsed, they were able to recall the lesson from a video clip and explain why they used questions with particular students or in a specific situation     

《韩非子》疑问句研究

《韩非子》一书反映了战国末期的语言特点,是汉语史研究不可多得的珍贵语料。在对《韩非子》疑问句穷尽调查后发现,其疑问句几乎都是由疑问词来发问的。疑问词包括疑问代词、疑问副词和疑问语气词;疑问句可分为特指问句、是非问句、选择问句、正反问句、反问句和测度问句六大类型。