摘要
教学提问需要厘清提问价值、明确提问逻辑、把握提问技巧。提出有价值问题有助于系统平衡教育理念、构建内在逻辑联系、整体把握事物本质。高阶性问题的提炼一般需要经过理念化建构、整体性生成、层级化实践、逻辑性渗透等环节。对思维型问题的评估能够提高问题解决效率、增强决策科学性。教学提问可从呈现类型、结构难度、信度效度、意义特征等角度展开。
Teaching questioning needs to clarify the value of questioning,clarify the logic of questioning and grasp the skills of questioning.Raising valuable questions helps to balance the educational concept,build the internal logical connection and grasp the essence of things as a whole.The extraction of higher-order problems generally needs to go through the process of idealization construction,integral generation,hierarchical practice,logical penetration and so on.The evaluation of thinking problems can improve the efficiency of problem solving and enhance the scientificity of decision-making.Teaching questions can be developed from the aspects of presentation type,structural difficulty,reliability and validity,meaning features,etc.
作者
孟凡龙
崔鸿
Meng Fan-long;Cui Hong(School of Life Science,Huaiyin Normal University,Huaian Jiangsu 223300,China;School of Life Science,Central China Normal University,Wuhan Hubei 430079,China)
出处
《教师教育论坛》
2024年第7期61-67,80,共8页
Teacher Education Forum
基金
江苏省“十四五”教育科学规划重点课题“基于思辨性学习课程基地的生物教学实践研究”,(编号:B/2022/03/169)
华中师范大学教师教育专项研究项目“师范类专业认证视角下师范生培养模式研究”(编号:CCNUTEII 2021-03).
作者简介
孟凡龙,男,江苏盐城人,博士,淮阴师范学院生命科学学院副教授、硕士生导师,主要从事生物学教学、教师教育研究;崔鸿,女,华中师范大学生命科学学院教授、博士生导师,教育部华中师范大学基础教育课程研究中心副主任,主要从事课程与教学论、教师教育研究.
