论文初稿修改意见.doc

目录 摘要、关键词 1 中学化学课堂提问常见现象与剖析………………………………1 2化学课堂有效提问的含义、特征与原则…………………………1 2.1 有效课堂提问的含义……………………………………………1 2.2 有效课堂提问的特征……………………………………………2 2.3 有效课堂提问的原则……………………………………………3 3 中学化学课堂提问的有效设计……………………………………4 3.1 问题有效设计的策略……………………………………………4 3.2 提问过程的有效控制策略………………………………………7 3.3 学生应答的有效评价策略………………………………………8 3.4 教学实践的实施…………………………………………………9 4 总结…………………………………………………………………11 5 参考文献……………………………………………………………11 论化学课堂提问的有效设计 作者：陈婷婷（科学教育专业 09级） 指导老师：李艳灵 摘要：教师的提问是启迪学生思维引发学生主动探究的一种有效途径。课堂提问的水平是评价教师教学的重要因素之一，教师需要用教学提问去点燃学生的思维之火，激发学生的批判性思维和创造性思维，让生成的答案体现出最显著的学习成果。有效提问可以增强学生的概念意识和概念理解，从而达到为理解而教，为理解而学的目的。教师理应为学生提供既有助于概念内化，又能帮助他们掌握可在课堂内外不同情境中运用的其他学习方法的教学。为进一步探讨有效提问，提高课堂有效性，实现理解性教学的目的，因而对此进行认真观察和研究。 关键词：化学课堂；课堂提问；有效性 On the effective design of chemical Classroom Questioning Abstract: Teachers questions arouse students initiative to explore an effective way to inspire students thinking. The Classroom Questioning level is one of the important factors of the evaluation of teachers teaching teachers teaching questions to ignite the fire of the students thinking, stimulate students critical thinking and creative thinking, to generate answers reflect the most significant learning outcomes. Effective questioning can enhance students conceptual awareness and understanding of the concept, so as to achieve the understanding of teaching, understanding the purpose of study. Teachers should provide students with both contribute to the concept, but also to help them acquire the use of different situations both inside and outside of the classroom teaching learning methods. In order to further explore effective questions, to improve the effectiveness of classroom to understand teaching purposes, and therefore this carefully observed and studied. Keywords: Chemistry class; ask questions in class; effectiveness 1. 中学化学课堂提问常见现象与剖析 1.1问题设计的指向性不够明确 教师的问题指向不明，问题的提出背景模糊，容易导致学生抓不住问题的关键所在，进而影响学生对问题进一步的思考。学生会在思维上走弯路，歧路。而教师也得不到提出问题时，希望学生思考的方向，从而导致课上时间在无关的内容上的浪费，使课堂效率大大降低。 1.2问题设计的难易度把握不当 教师在问题的难易程度上