高中历史教师课堂提问的问题与策略研究

高中历史教师课堂提问的问题与策略研究内容摘要教师课堂提问是日常教学中最常用的环节。教师课堂提问得当会调动学生思维的积极性，有助于教学质量的提高，反之就会阻碍学生思维的发展，影响教学效果。本文以重庆垫江三所中学作为切入点，通过调查寻找当前高中历史教师课堂提问问题症结，探讨高中历史教师课堂提问的指导策略，希望在实践上为高中历史课堂提供一些建议。本文分六个部分：第一部分导论，基于高中历史新课程改革的需要、高中历史教师课堂提问的现状等方面的思考，对本研究的背景进行分析，分析本研究的意义。第二部分，对高中历史教师课堂提问的内涵和意义进行分析。高中历史教师课堂提问是指高中历史教师在教学过程中，根据高中历史教学目标的要求，根据高中历史教学内容的需要，结合学生的学习需求，通过语言的方式设置一系列问题，以期达到用学生的语言方式回答或反馈，有效促进学生学习与思考的一种教学行为。其特点是时空的特定性和对象的特定性，课堂提问是高中生获取知识信息的重要手段，提高学习效益的主要方式，培养学生能力的良好载体。第三部分，以重庆市垫江三所中学为例，从高中历史教师上课前对提问的思考，例如提问的目的、提问的阶段、教师在备课环节对提问的思考；教师上课过程中提问技能的表现，例如教师提问的方式、提问的语气、提问的类型、提问的个数、提问的时机；教师在学生回答问题后的评价等对高中历史教师课堂提问的现状进行调查分析。为了进一步了解高中学生对历史教师课堂提问的反应，笔者还对部分高中生进行了访谈。第四部分，高中历史教师课堂提问存在问题的原因分析。教师没有认识到课堂提问的重要性，学生参与课堂提问的意识和能力较差，教材编写对课堂提问活动有束缚，学校对课堂提问活动关注较少，高考压力不利于课堂提问活动开展。等等这些是造成高中历史教师课堂提问困境的主要原因。第五部分，提出加强高中历史课堂提问的对策：营造民主、平等、和谐的教学环境；教师精心设计问题；提高教师提问技能；及时反馈，有效评价。第六部分，总结与展望。本研究通过问卷调查希望真实了解高中历史课堂提问的真实情况，以期对以后的高中历史教学有所帮助。当然高中历史课堂提问灵活多样，各个地区、各个学校有不同的实际情况，需要我们根据实际情况不同程度调整提问策略。关键词：高中历史教师课堂提问问题策略Researchontheproblemsandstrategiesofhighschoolhistoryteacher’sclassroomquestioning—ThreehighschoolsofDianjiangfromChongqingHonglianXuDirectedbyBaoqingLi,AssociateProfessorABSTRACTClassroomquestioningisthemostcommonlyusedpartofthedailyteaching.Classroomquestioningwillmobilizetheenthusiasmofthestudentsthinking,contributetotheimprovementofthequalityofteaching,anditwillhinderthedevelopmentofstudents'thinking,teachingeffects.TakingthethreemiddleschoolinChongqingofDianjiangasthebreakthroughpoint,throughtheinvestigationtofindthecruxofthecurrenthighschoolhistoryclassroomquestions,toexplorethehighschoolhistoryclassroomquestioningstrategy,hopingtoprovidesomesuggestionsforhighschoolhistoryclassroominpractice.Thispaperisdividedintosixparts:Thefirstpartistheintroduction,thinkingneeds,newhighschoolhistorycurriculumreformofhighschoolhistoryclassroomquestioningthepresentsituationetc.basedonthebackgroundofthisresearch,analysis,analysisofthesignificanceofthisstudy.Thesecondpart,theconnotationandsignificanceofthehighschoolhistoryclassroomquestionsanalysis.Highschoolhistoryclassroomquestioningisthehighschoolteachersandstudentsintheteachingofhistoryinhighschoolhistoryteachingprocess,accordingtotherequirementsofthetarget,accordingtotheneedofhighschoolhistoryteachingcontent,combiningstudents'learningneeds,throughthelanguagethewaytosetaseriesofproblems,inordertoachievewiththestudentslanguagewaytoanswerorfeedback,effectivelypromoteateachingbehaviorlearningandthinkingofthestudents.Itscharacteristicisspecificandobjectspecifictimeandspace,classroomquestioningisanimportantmeansforhighschoolstudentsaccesstoknowledgeandinformation,theprimarywaytoimprovelearningefficiency,goodcarriertocultivatestudents'ability.Thethirdpart,inthethreemiddleschoolinChongqingcityofDianjiangasanexample,fromthehighschoolhistoryteacherbeforeclasstothequestionofthinking,suchasthepurposeofteacherquestioning,questioningstage,inpreparationprocessofaskingquestionsinclassthinking;skillsofteachersintheprocessofperformance,suchasteachers'questioning,questioningtone,thetypesofquestionsthenumberofquestions,questions,time;teachersinthestudentsanswerthecurrentproblemsaftertheevaluationofthehighschoolhistoryclassroomquestionsforinvestigationandanalysis.Inordertofurthertheunderstandingofhighschoolstudentsinhistoryclassroomquestioningsituation,theauthoralsovideosurveyofseniorhighschoolhistoryclassroom,onthepartofhighschoolstudentsconductedinterviews.Thefourthpart,analysisofthecausesofthehighschoolhistoryclassroomquestioningproblems.Themainaspectsofashortageofteachers,teacherstounderstandthequestionsbeforeclasstothequestionofinadequatepreparation,lackofclassquestioningskillsandthinkingafterclassofproblemsstudentsaremainlystudentsless;lackofproblemconsciousness;socialmainispartofthejobpressureofcollegeentranceexamination.Alloftheseisamajorcauseofquestioningtheplightofhighschoolhistoryclassroom.Thefifthpart,putsforwardsomecountermeasuresforstrengtheningthehighschoolhistoryclassroomquestioning:teachersshouldconstantlyimprovetheirprofessionallevel,improvethequalityandenhancetheproblemquestioningskills;createdemocratic,equal,harmoniousteachingenvironment;cultivatethestudents'problemconsciousness,thechurchstudentquestioningtechniques;constructionofeffectivequestioningintheclassroomevaluationsystem.Thesixthpart,thesummaryandprospect.Thisresearchhopestotrulyunderstandtherealsituationofseniorhighschoolhistoryclassroomquestionsbyquestionnaire,inordertohistoryteachinginhighschooltothelaterhelp.Ofcourse,thehighschoolhistoryclassroomquestioningisflexible,theactualsituationofdifferentschoolseacharea,accordingtotheactualsituation,weneedtoadjustthedifferentdegreeofquestioningstrategies.KeyWords:Highschoolhistoryteacher’sclassroomquestioning，problems，strategies导论（一）选题缘由教师课堂提问是课堂教学中最常用的环节。随着课程改革的深入，教师课堂提问逐渐增多，课堂组织的形式也日益多样化，但根据笔者对教师的调查与访谈，发现教师课堂提问仍存在问题。有效的课堂提问会调动学生思维的积极性，有助于教学质量的提高，无效的课堂提问就会阻碍学生思维的发展，影响教学效果。1、教师提问数量过多在传统教学中，教师一讲到底，忽视了学生的声音，这种一讲到底的教学方法被否定后，随着基础课程改革的深入，启发式教学、对话教学日渐走进课堂时，一问到底的课堂又出现了。早在1990年上海学者陈慰冰就发表了《“满堂问”剖析》一文，并对这种教学方式的危害及根源作了深入地分析。但将近二十多年了，“满堂