數(shù)學(xué)教師論文：對高中教學(xué)教師提問中的元認知能力的探究

1、數(shù)學(xué)教師論文：對高中教學(xué)教師提問中的元認知能力的探究【中文摘要】數(shù)學(xué)課堂提問是一種語言互動過程,學(xué)生的成長總是通過人與人之間的互動過程來實現(xiàn)的,課堂提問意味著課堂思考,因此數(shù)學(xué)課堂提問是一種理解過程。從目前教育理論界的研究看,課堂提問越來越受到重視。數(shù)學(xué)課堂提問作為一種有效的數(shù)學(xué)課堂教學(xué)活動,已成為促進師生互動教學(xué)的有效手段。在數(shù)學(xué)課堂中提高學(xué)生的高級思維能力,培養(yǎng)數(shù)學(xué)教師的元認知能力,都可以通過數(shù)學(xué)教師的有效課堂提問來實現(xiàn)。在數(shù)學(xué)課堂提問中,數(shù)學(xué)教師所選擇的數(shù)學(xué)問題不僅僅是讓學(xué)生對原有信息或知識的回憶,數(shù)學(xué)問題要有不同的思考路徑,并有多種可接受的答案,使學(xué)生在回答數(shù)學(xué)問題的過程中掌握學(xué)習(xí)技巧

2、,這要求教師給出具有嚴格元認知控制的課堂提問。所以,本研究的重點放在數(shù)學(xué)教師對數(shù)學(xué)課堂提問的元認知研究上。探究在數(shù)學(xué)課堂提問環(huán)境中教師的元認知運用情況,對提高數(shù)學(xué)教師課堂提問的有效性具有重要意義。本研究采用的是個案研究法,將個案研究分為個緯度：緯度一,數(shù)學(xué)教師對數(shù)學(xué)課堂提問的元認知知識;緯度二,數(shù)學(xué)教師對數(shù)學(xué)課堂提問的元認知體驗；緯度三,數(shù)學(xué)教師對數(shù)學(xué)課堂提問的元認知監(jiān)控。通過分析數(shù)學(xué)教師對數(shù)學(xué)課堂提問的認知、體驗和監(jiān)控,發(fā)現(xiàn)具有高水平元認知能力課堂提問的教師,他們具有較豐富的關(guān)于教育、教學(xué)、教學(xué)方法的知識,善于計劃、評價、調(diào)節(jié)自己的提問過程,靈活地運用各種策略,表現(xiàn)出對課堂提問較高的監(jiān)控能力

3、。而低水平的元認知能力課堂提問的教師還不能對自身認知知識進行積極、主動、科學(xué)、合理的調(diào)節(jié)和控制。本研究通過訪談、課堂觀察和測驗的數(shù)據(jù)分析來實現(xiàn)。經(jīng)過對訪談結(jié)果、課堂觀察的結(jié)果和學(xué)生測驗成績進行數(shù)據(jù)分析后發(fā)現(xiàn),凡是在數(shù)學(xué)課堂提問中能對自己的認知特點、認知風(fēng)格等方面的知識有比較清楚的了解,對完成認知任務(wù)或認知目標中所涉及的各種相關(guān)信息比較了解,能在進行認知活動的全過程中,將自己正在進行的認知活動作為意識對象,不斷地對其進行積極的監(jiān)控、調(diào)節(jié),以期達到預(yù)定的目標的被訪者的元認知提問水平就越高,他的數(shù)學(xué)課堂提問的效果就更好。最后建議我們數(shù)學(xué)教師改變單純的感知知識和記憶知識的課堂提問模式,結(jié)合元認知知識引

4、導(dǎo)學(xué)生運用想象和高級思維的心里活動；還要反省我們的認知能力,豐富我們的認知策略,對成功的課堂提問和失敗的課堂提問多做比較,結(jié)合別人的點評對自己的元認知活動深入反思,這樣我們數(shù)學(xué)教師原有的元認知策略會由感性認知上升至理性認知；還要多挖掘有關(guān)數(shù)學(xué)課堂提問的規(guī)律,多了解學(xué)生狀況、多了解教材,更要增強自己的元認知能力,把我們的數(shù)學(xué)課堂監(jiān)控能力提到更高的層次,以便提高我們的數(shù)學(xué)課堂提問水平,增強我們的數(shù)學(xué)課堂的教學(xué)效果。【英文摘要】Maths class question is a language interactive process,the studentsgrowth is always goi

5、ng through the interactive process between the people, the questions in class means thinking in class, so maths class question is one of the understanding processes. From the research in the present education theoretical field, the class questions become more and more popular.Maths class questions a

6、s a valid classroom activity has become a way teachers and students interact effectively and promote teaching. In maths class the teacher can raise the studentssenior thinking ability and the math teachers learning abilities in mathematics the yuan by the effective implementation of the questions in

7、 mathematics class. In maths class questions, the math problem which maths teacher chooses is not just for the students to existing information and knowledge, memories of a mathematical problem to have a different way of thinking, and there are a variety of acceptable answers to the students replied

8、 in a mathematical problem in the process of learning skills and this requires the teacher to give out strictly control yuan note of the questions in class. Therefore, the study focused on class in mathematics to the maths questions.The research in cognitiveInto the maths class,in which the teacher

9、asked questions of yuan note, is of great significance for the use of the class in maths question the validity. This research is a case study which will be divided into three latitude:Latitude 1, for maths class in mathematics, the yuan cognitive intellect;Latitude 2.for maths class in mathematics,

10、the yuan cognitive experience; Latitude 3, for maths class in mathematics,the yuan cognitive monitor. By analyzing the maths class in mathematics to the question of understanding, experience and monitored we can find the teachers who have a high level ofcognitive ability to ask questions in class, t

11、hey have more knowledge on education, teaching and teaching methods, and they are able to plan,evaluate,regulate its own question and flexible to use various tactics, with a high class question of monitoring capability. However,the teachers with low level of mental capacity ofquestion in class cant

12、be active, scientific reasonable regulation and control in their own initiative.This research is done by interviews, the view of the class,the data analysis of the test to the materials. The results of the interview, the class observation, the data analysis for the test scores of the students show t

13、hat those who have high level on the yuan cognitive questions,will have better effects on his math class questions, if they know all the maths class in the question of their understanding, this style of a better understanding of completing this task or cognitive target involved in various relevant i

14、nformation in more understanding and awareness activities of the process, they are on the activities of the object, as the active monitoring and regulation, a view to achieving the goals of the yuan cognitive interviewee.At last,it is proposed that our maths teacher should change the model of percep

15、tion and memory of the questions in class, use the yuan cognitive as knowledge to lead the students to use imagination and senior thinking of activities; We must reflect the capacity to enrich our knowledge and make more comparisons between the success of the class questions in class and the failure

16、, combing with the comment of the others.awareness activities on a maths teacher, so that our understanding of the existing policy will be promoted from the perceptual to rational knowledge cognitive; Moreover we should tap the excavation of the laws about the maths class questions, a better underst

17、anding of the students and to know more about the texts, we should enhance our awareness of the yuan cognitive, improving our maths class monitor ability to a higher level, in order to improve our level in maths class questions, and enhance our maths class effect.【關(guān)鍵詞】數(shù)學(xué)教師 數(shù)學(xué)課堂提問 元認知 認知 體驗 監(jiān)控【英文關(guān)鍵詞】

18、Maths teacher Maths class questions metocognition cognition experience monitoring【目錄】對高中教學(xué)教師提問中的元認知能力的探究中文摘要3-5Abstract5-6第一章 引言8-9第二章 課堂提問的內(nèi)涵9-132.1 提問的功能和作用9-112.2 數(shù)學(xué)課堂提問的概念界定11-13第三章 數(shù)學(xué)課堂提問研究的文獻綜述13-17第四章 元認知的內(nèi)涵17-19第五章 元認知與數(shù)學(xué)課堂提問19-215.1 在數(shù)學(xué)課堂提問環(huán)境中的數(shù)學(xué)元認知19-205.1.1 數(shù)學(xué)元認知知識195.1.2 數(shù)學(xué)元認知體驗195.1.3 數(shù)學(xué)元認知監(jiān)控19-205.2 從元認知角度培養(yǎng)數(shù)學(xué)教師提問有效性的思考20-21第六章 研究方法、過程和結(jié)果21-326.1 研究的問題