數(shù)學(xué)教師論文：對(duì)高中教學(xué)教師提問(wèn)中的元認(rèn)知能力的探究

1、數(shù)學(xué)教師論文：對(duì)高中教學(xué)教師提問(wèn)中的元認(rèn)知能力的探究【中文摘要】數(shù)學(xué)課堂提問(wèn)是一種語(yǔ)言互動(dòng)過(guò)程,學(xué)生的成長(zhǎng)總是通過(guò)人與人之間的互動(dòng)過(guò)程來(lái)實(shí)現(xiàn)的,課堂提問(wèn)意味著課堂思考,因此數(shù)學(xué)課堂提問(wèn)是一種理解過(guò)程。從目前教育理論界的研究看,課堂提問(wèn)越來(lái)越受到重視。數(shù)學(xué)課堂提問(wèn)作為一種有效的數(shù)學(xué)課堂教學(xué)活動(dòng),已成為促進(jìn)師生互動(dòng)教學(xué)的有效手段。在數(shù)學(xué)課堂中提高學(xué)生的高級(jí)思維能力,培養(yǎng)數(shù)學(xué)教師的元認(rèn)知能力,都可以通過(guò)數(shù)學(xué)教師的有效課堂提問(wèn)來(lái)實(shí)現(xiàn)。在數(shù)學(xué)課堂提問(wèn)中,數(shù)學(xué)教師所選擇的數(shù)學(xué)問(wèn)題不僅僅是讓學(xué)生對(duì)原有信息或知識(shí)的回憶,數(shù)學(xué)問(wèn)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(wèn)題的過(guò)程中掌握學(xué)習(xí)技巧

2、,這要求教師給出具有嚴(yán)格元認(rèn)知控制的課堂提問(wèn)。所以,本研究的重點(diǎn)放在數(shù)學(xué)教師對(duì)數(shù)學(xué)課堂提問(wèn)的元認(rèn)知研究上。探究在數(shù)學(xué)課堂提問(wèn)環(huán)境中教師的元認(rèn)知運(yùn)用情況,對(duì)提高數(shù)學(xué)教師課堂提問(wèn)的有效性具有重要意義。本研究采用的是個(gè)案研究法,將個(gè)案研究分為個(gè)緯度：緯度一,數(shù)學(xué)教師對(duì)數(shù)學(xué)課堂提問(wèn)的元認(rèn)知知識(shí);緯度二,數(shù)學(xué)教師對(duì)數(shù)學(xué)課堂提問(wèn)的元認(rèn)知體驗(yàn)；緯度三,數(shù)學(xué)教師對(duì)數(shù)學(xué)課堂提問(wèn)的元認(rèn)知監(jiān)控。通過(guò)分析數(shù)學(xué)教師對(duì)數(shù)學(xué)課堂提問(wèn)的認(rèn)知、體驗(yàn)和監(jiān)控,發(fā)現(xiàn)具有高水平元認(rèn)知能力課堂提問(wèn)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(shí),善于計(jì)劃、評(píng)價(jià)、調(diào)節(jié)自己的提問(wèn)過(guò)程,靈活地運(yùn)用各種策略,表現(xiàn)出對(duì)課堂提問(wèn)較高的監(jiān)控能力

3、。而低水平的元認(rèn)知能力課堂提問(wèn)的教師還不能對(duì)自身認(rèn)知知識(shí)進(jìn)行積極、主動(dòng)、科學(xué)、合理的調(diào)節(jié)和控制。本研究通過(guò)訪談、課堂觀察和測(cè)驗(yàn)的數(shù)據(jù)分析來(lái)實(shí)現(xiàn)。經(jīng)過(guò)對(duì)訪談結(jié)果、課堂觀察的結(jié)果和學(xué)生測(cè)驗(yàn)成績(jī)進(jìn)行數(shù)據(jù)分析后發(fā)現(xiàn),凡是在數(shù)學(xué)課堂提問(wèn)中能對(duì)自己的認(rèn)知特點(diǎn)、認(rèn)知風(fēng)格等方面的知識(shí)有比較清楚的了解,對(duì)完成認(rèn)知任務(wù)或認(rèn)知目標(biāo)中所涉及的各種相關(guān)信息比較了解,能在進(jìn)行認(rèn)知活動(dòng)的全過(guò)程中,將自己正在進(jìn)行的認(rèn)知活動(dòng)作為意識(shí)對(duì)象,不斷地對(duì)其進(jìn)行積極的監(jiān)控、調(diào)節(jié),以期達(dá)到預(yù)定的目標(biāo)的被訪者的元認(rèn)知提問(wèn)水平就越高,他的數(shù)學(xué)課堂提問(wèn)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(shí)和記憶知識(shí)的課堂提問(wèn)模式,結(jié)合元認(rèn)知知識(shí)引

4、導(dǎo)學(xué)生運(yùn)用想象和高級(jí)思維的心里活動(dòng)；還要反省我們的認(rèn)知能力,豐富我們的認(rèn)知策略,對(duì)成功的課堂提問(wèn)和失敗的課堂提問(wèn)多做比較,結(jié)合別人的點(diǎn)評(píng)對(duì)自己的元認(rèn)知活動(dòng)深入反思,這樣我們數(shù)學(xué)教師原有的元認(rèn)知策略會(huì)由感性認(rèn)知上升至理性認(rèn)知；還要多挖掘有關(guān)數(shù)學(xué)課堂提問(wèn)的規(guī)律,多了解學(xué)生狀況、多了解教材,更要增強(qiáng)自己的元認(rèn)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(wèn)水平,增強(qiáng)我們的數(shù)學(xué)課堂的教學(xué)效果?！居⑽恼縈aths 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(wèn) 元認(rèn)知 認(rèn)知 體驗(yàn) 監(jiān)控【英文關(guān)鍵詞】

18、Maths teacher Maths class questions metocognition cognition experience monitoring【目錄】對(duì)高中教學(xué)教師提問(wèn)中的元認(rèn)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(wèn)的內(nèi)涵9-132.1 提問(wèn)的功能和作用9-112.2 數(shù)學(xué)課堂提問(wèn)的概念界定11-13第三章 數(shù)學(xué)課堂提問(wèn)研究的文獻(xiàn)綜述13-17第四章 元認(rèn)知的內(nèi)涵17-19第五章 元認(rèn)知與數(shù)學(xué)課堂提問(wèn)19-215.1 在數(shù)學(xué)課堂提問(wèn)環(huán)境中的數(shù)學(xué)元認(rèn)知19-205.1.1 數(shù)學(xué)元認(rèn)知知識(shí)195.1.2 數(shù)學(xué)元認(rèn)知體驗(yàn)195.1.3 數(shù)學(xué)元認(rèn)知監(jiān)控19-205.2 從元認(rèn)知角度培養(yǎng)數(shù)學(xué)教師提問(wèn)有效性的思考20-21第六章 研究方法、過(guò)程和結(jié)果21-326.1 研究的問(wèn)題