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数学课堂教学是一个学生在师生、生生对话交流中思维砥砺、增智怡情的过程,“提问——回答”是对话交流的主要途径.从常态课、公开课中时间分配的统计中可以发现用于“提问——回答”的时间占到80%以上,显然这80%时间利用的是否有效,意义重大.“提问——回答”是否有效,关键在于教师提问的策略.为便于比较,仅就四个课例中对“选取两个特殊点画直线”这一知识点中的提问进行分析.先做一个简单统计.课例(一) 课例(二) 课例(三) 课例(四)封闭性问题 1 2 3 2开放性问题 2 4 3 4检查性问题 1 2 3 2启发性问题 2 4 3 4学生的提问或相互的对话、讨论 1 1 1 2有效提问的总数 3 6 6 7对四个课例的比较我们可以发现它们在节奏的把握,切入点的选取,参与结构的调控,问题结构的设置等方面的共同特征.1 提问的节奏张弛有度,这得益于提问后等候时间的科学分配当学生只需要简单回忆和推论即可以回答时,等候的时
Mathematics classroom teaching is a process in which students think and grow up in the dialog of teachers and students, students and students, and “question-answer” is the main way of dialogue and communication. The statistics of time allocation from normal class and open class Can be found for “question - answer ” accounted for more than 80% of the time, obviously this 80% of the use of time is valid, significant. “Quest - answer ” is effective, the key lies in the teacher’s question Strategy. For ease of comparison, only analyze the questions in the knowledge points of “Select two special point lines” in the four lesson cases. First do a simple statistics. Classes (1) Classes (2) Lessons (3) Classes (4) Closed questions 1 2 3 2 Open questions 2 4 3 4 Inquisitive questions 1 2 3 2 Inspiring questions 2 4 3 4 Questions or mutual dialogues and discussions between students 1 1 1 2 The total number of valid questions 3 6 6 7 We can find the common features of grasping the rhythm, selecting the entry point, controlling the participation structure, setting the problem structure, etc. There are degrees, thanks to the scientific distribution of the waiting time after the question when the student only needs Simple memories and inferences which can answer, while waiting for the