有效課堂提問評價體系建構(gòu)與實施策略研究.pdf

1、杭州師范大學(xué)碩士學(xué)位論文有效課堂提問評價體系建構(gòu)與實施策略研究I碩士學(xué)位論文論文題目有效課堂提問評價體系建構(gòu)與實施策略研究作者姓名洪松舟指導(dǎo)教師盧正芝教授學(xué)科專業(yè)課程與教學(xué)論所在學(xué)院教育科學(xué)學(xué)院提交日期2009年5月杭州師范大學(xué)碩士學(xué)位論文有效課堂提問評價體系建構(gòu)與實施策略研究IAbstractLocalizationofpedagogyresearchisa“complex”aacademicacterfChineseeducatio

2、nalscholarswhichneedspiritof“do”notjustbehaviof“say“.Itneedstoreflectlocalacteristicsinpracticewiththeinternationalperspectivetoserveflocaleducationpractice.Basedonconcerningofrealissuesexistedinclassroomteachingpractice

3、thisarticlehasastudyoneffectiveclassroomquestioningwhichisthelifeofclassroomteaching.Effectiveclassroomquestioningisanimptantpartofeffectiveteachingthroughouttheentireprocessbuttherearemanyproblemsinactualteachingthatwth

4、yofourdepthanalysisitcangenerateeffectiveteachingpromotegrowthofteachersstudents.Inthebasisofanalyzingthevalueinsufficientofpreviousresearchesoneffectiveclassroomquestioningitproposesthefuturestudyshouldexplethetheetical

5、foundationofeffectivequestioningconstructeffectivequestioningevaluationsystemresearchstrategiestodevelopquestioningskillssoonthesehavebecomethefocusofthisstudy.Teachers’effectiveclassroomquestioningwhichbasedonelabatelyd

6、esigningquestionsisaprocessthatbycreatinggoodproblemsituationusingsuitablequestionstobringoutstudentsinitiativethinkingtoqueerdialogueachievingdesiredteachinggoalreflectionpracticetimely.Intheviewofteachinggoalsitadvocat

7、eschangingstudentsthinkingshowingsubjectivity.intheviewofteachingprocessitadvocatesteachersstudents’interactiontopursuedynamicdevelopment.Onthebasisofconnotationofeffectiveclassroomquestioninginaccdancewithresearchesatho

8、meabroadteachers’practicalneedusingpostmodernisteducationalphilosophycriticaltheybehaviistlearningtheyconstructivistlearningtheyteacherstudentinteractiontheydialoguetheygroupdynamictheyasacademicbassesthearticleconstruct

9、edeffectiveclassroomquestioningevaluationsystemthatisevaluationstardanalyzingscale.Intheverticalthe“shouldbe”evaluationstardcanbedividedintosixdimensionsreliedonquestioningprocessincludingquestiondesignquestioningmethodq

10、uestioningcontentrespondingmethodquestioningeffectquestioningreflection.Inthehizontalitcontains39targetswhichimplementedtheteachingaimintegratedrelevanttheeticalbasis.Throughamendmenttheevaluationstardbecamefuller.Basedo

11、nevaluationstarditdevelopedeffectiveclassroomquestioninganalyzingscalewithitsreliabilityvalidityproperly.Usingevaluationsystemclassroomobservationthisarticleanalyzedtheclassroomquestioningrealstatusreasonsthatleadtosucha