附件3撰寫電化教育研究

作者工作單位直接排印在作者之下，用圓括號(hào)括起。在標(biāo)明作者工作單位時(shí)，應(yīng)在省（區(qū)、市名及，單位名稱與省市名之間應(yīng)以逗號(hào)（中文）分隔，各工作單位籍貫、、學(xué)歷，主要研究方向，E-mail等信息。 蘭州TheResearchontheTendencyofClassroomQuestioninWANG CAIofBigQingdaoNo.9HighSchool,Qingdao。 300【新【新 【:Fromtheviewofysisofclassroomquestion,thepaperchoosesthreewithsignificantdifferencefromCityB,whichareDdistrict,FdistrictandMdistrict,usingthestratifiedsamplingmethodtochoosefromthreedifferentgroupsofnoviceteacher,qualifiedteacherandexperiencedteacher,inthewayof caseysis,IRTmodelmethod,inductivemethodanddeductivemethod,yzingthecharacteristicsofteachers’classroomquestions.Thestudyfoundthat:(1)onthedimensionofthetendencyofopeningquestions,teachersinmiddleschool,thelevelofnoviceteacher’sopeningquestions’tendencyissignificantlylowerthanthatofqualifiedteacherandexperiencedteacher,andallthethreeareasofdifferentlevelsareneedfocusonimprovingthelevelofopeningquestions’tendencyforexperiencedteacherinschool;(2)thelowestlevelofthethreetendenciesintheclassroomquestionsistheproblemsolvingtendency;(3)onthedimensionofthetendencyofcriticalandcreativequestions,theexperiencedandqualifiedprimaryschoolteachersinFdistricthaveaprominentadvantage,whileallthethreeareasinmiddleschool,thenoviceteacherhasgenerallylowerlevelthanqualifiedteacherandexperiencedteacher;(4)aconclusionofteacher’svalueorientationofquestion:payattentiontothelocalvalueofclassroomquestions,butignoretheoverallvalue;payattentiontoschool;(2)thelowestlevelofthethreetendenciesintheclassroomquestionsistheproblemsolvingtendency;(3)onthedimensionofthetendencyofcriticalandcreativequestions,theexperiencedandqualifiedprimaryschoolteachersinFdistricthaveaprominentadvantage,whileallthethreeareasinmiddleschool,thenoviceteacherhasgenerallylowerlevelthanqualifiedteacherandexperiencedteacher;(4)aconclusionofteacher’svalueorientationofquestion:payattentiontothelocalvalueofclassroomquestions,butignoretheoverallvalue;payattentiontotheinstrumentalvalueofclassroomquestions,butignoretheobjectivevalue;payattentiontotheshallowvalueofclassroomquestions,butignoretheunderlyingvalue.Keyword:BigData;BigDataofClassroom;ClassroomObservation;ClassroomQuestion;IRT二、（案例）主要內(nèi)容（所采用的） 表共享和比較信發(fā)現(xiàn)和分析差協(xié)商討論和知找出觀點(diǎn)之間的共同或者部分之圖編校過(guò)程中的修改，尤其是用Excel繪制的數(shù)據(jù)圖，要提供繪制該圖的原始數(shù)據(jù)。

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