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本世纪60年代末布卢姆提出的目标教学理论指出,学生初始行为和教师教学质量的密切配合对学生的学习成绩的影响是至关重要的。笔者在生物学教学实践中精心设计课堂提问,对于贯彻目标教学,了解学生的初始行为,引导学生开拓思维起了重要作用。下面就目标教学中进行课堂提问提几点看法。 一、目标教学与课堂提问 以教学单元为单位,确定教学目标,教师在教学前测验了解学生已有的知识,为教学提供根据;采用适当方法和讲解深度进行教学;教学之后,再测验,考查教学目标达到的效果,这是目标教学的实验过程。在教学过程中,学生认知的初始行为、情感的初始特性及教学方法三个决定因素中,学生认知初始行为对教学目标的实现影响占50％。所以目标教学过程中教师首先要了解学生的初始行为并掌握在整个过程中学生的学习情况及思路的发展,通过反馈信息来调整教学。课堂提问是教学中常用的一种方法,充分运用提问,通过学生的回答结果可以让教师掌握学生的认知初始行为和情感初始特性,同时可激发学生学习的兴趣,刺激他们集中注意力,提高对知识进行内化的能力。 布卢姆关于认知领域的教育目标由记忆、理解、应用、分析、综合、评价六层次组成,
The goal teaching theory put forward by Bloom in the late 60s of this century pointed out that the close cooperation between the initial behavior of the students and the quality of the teaching of the students has a crucial influence on the students’ academic performance. The author carefully designed classroom questions in biology teaching practice, and played an important role in implementing the target teaching, understanding the students’ initial behavior, and guiding the students to develop their thinking. Here are some suggestions for class questions in the target teaching. First, the target teaching and classroom questions to teach units as a unit, determine the teaching objectives, teachers in the pre-teaching test to understand the students’ knowledge, to provide the basis for teaching; use appropriate methods and explain the depth of teaching; after the test, test, test The effect of teaching objectives is the experimental process of target teaching. In the process of teaching, among the three determinants of the initial behaviors of students’ cognition, the initial characteristics of emotions, and the teaching methods, the impact of students’ initial cognitive behaviors on teaching objectives accounts for 50%. Therefore, in the target teaching process, the teacher must first understand the students’ initial behavior and master the development of the students’ learning situation and ideas throughout the process, and adjust the teaching through feedback information. Classroom questioning is a commonly used method in teaching. Full use of questions, through the student’s answer results can allow teachers to grasp the students’ initial behavior and emotional initial characteristics, while stimulating students’ interest in learning, stimulate them to focus, improve The ability to internalize knowledge. Bloom’s educational goals in the cognitive field consist of six levels: memory, understanding, application, analysis, synthesis, and evaluation.