需要金币： 1000 个金币 |
资料包括：完整论文 |  |
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| 转换比率：金额 X 10=金币数量， 例100元=1000金币 | 论文字数：8722 |  | |
| 折扣与优惠：团购最低可5折优惠 - 了解详情 | 论文格式：Word格式(*.docx) |  |
摘 要
提问是数学课堂的重要组成部分。好的提问可以促进学生的思维，提高教学效率。因此研究课堂提问行为对提高数学课堂教学质量有重要意义。
运用文献法、录像分析等研究方法，制定初中数学课堂提问行为分类量表，然后对新老教师课堂提问的差异性进行比较分析。
归纳出新老教师在课堂提问行为上的差异：新老教师上课提问数量的差异；新教师倾向于封闭性提问，老教师倾向于开放性提问；新老教师在提问作用方面的差异；新老教师追问提问和非追问提问的差异。并且为新教师提出如下建议：适当减少提问数量，提高课堂效率；增加开放性提问，培养学生思维能力；增加追问提问，促进学生深入思考；优化提问类型，合理分配各种类型提问。
目 录
1 引言·····································································5
1.1 研究背景·····························································5
1.2 研究内容·····························································5
1.3 研究目的和意义·······················································5
2 文献综述·································································5
2.1 概念界定·····························································5
2.1.1 新老教师·······················································5
2.1.2 课堂提问·······················································6
2.2 我国课堂教学提问研究综述·············································6
2.3 国外课堂教学提问研究综述·············································7
3 课堂提问行为分类量表制定·················································7
3.1 课堂教学提问行为分类·················································7
3.2 课堂提问行为编码研究·················································8
4 新老教师课堂提问行为研究·················································8
4.1 研究流程与方法·······················································8
4.1.1 研究流程·······················································8
4.1.2 研究方法·······················································8
4.2 新老教师初中数学课堂提问行为差异研究·································9
4.2.1 研究目的·······················································9
4.2.2 研究对象·······················································9
4.2.3 研究过程·······················································9
4.2.3.1 文本转录···················································9
4.2.3.2 整理提问行为编码录入表格···································10
4.2.2.3 整理编码，汇入表格·········································10
5 结论与建议·······························································11
5.1 结论·································································11
5.2 建议·································································12
参考文献···································································13
致谢·······································································13 |
