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1、 数学教师论文：对高中教学教师提问中的元认知能力的探究【中文摘要】数学课堂提问是一种语言互动过程,学生的成长总是通过人与人之间的互动过程来实现的,课堂提问意味着课堂思考,因此数学课堂提问是一种理解过程。从目前教育理论界的研究看,课堂提问越来越受到重视。数学课堂提问作为一种有效的数学课堂教学活动,已成为促进师生互动教学的有效手段。在数学课堂中提高学生的高级思维能力,培养数学教师的元认知能力,都可以通过数学教师的有效课堂提问来实现。在数学课堂提问中,数学教师所选择的数学问题不仅仅是让学生对原有信息或知识的回忆,数学问题要有不同的思考路径,并有多种可接受的答案,使学生在回答数学问题的过程中掌握学习技
2、巧,这要求教师给出具有严格元认知控制的课堂提问。所以,本研究的重点放在数学教师对数学课堂提问的元认知研究上。探究在数学课堂提问环境中教师的元认知运用情况,对提高数学教师课堂提问的有效性具有重要意义。本研究采用的是个案研究法,将个案研究分为个纬度：纬度一,数学教师对数学课堂提问的元认知知识;纬度二,数学教师对数学课堂提问的元认知体验；纬度三,数学教师对数学课堂提问的元认知监控。通过分析数学教师对数学课堂提问的认知、体验和监控,发现具有高水平元认知能力课堂提问的教师,他们具有较丰富的关于教育、教学、教学方法的知识,善于计划、评价、调节自己的提问过程,灵活地运用各种策略,表现出对课堂提问较高的监控能
3、力。而低水平的元认知能力课堂提问的教师还不能对自身认知知识进行积极、主动、科学、合理的调节和控制。本研究通过访谈、课堂观察和测验的数据分析来实现。经过对访谈结果、课堂观察的结果和学生测验成绩进行数据分析后发现,凡是在数学课堂提问中能对自己的认知特点、认知风格等方面的知识有比较清楚的了解,对完成认知任务或认知目标中所涉及的各种相关信息比较了解,能在进行认知活动的全过程中,将自己正在进行的认知活动作为意识对象,不断地对其进行积极的监控、调节,以期达到预定的目标的被访者的元认知提问水平就越高,他的数学课堂提问的效果就更好。最后建议我们数学教师改变单纯的感知知识和记忆知识的课堂提问模式,结合元认知知识
4、引导学生运用想象和高级思维的心里活动；还要反省我们的认知能力,丰富我们的认知策略,对成功的课堂提问和失败的课堂提问多做比较,结合别人的点评对自己的元认知活动深入反思,这样我们数学教师原有的元认知策略会由感性认知上升至理性认知；还要多挖掘有关数学课堂提问的规律,多了解学生状况、多了解教材,更要增强自己的元认知能力,把我们的数学课堂监控能力提到更高的层次,以便提高我们的数学课堂提问水平,增强我们的数学课堂的教学效果。【英文摘要】Maths class question is a language interactive process,the studentsgrowth is always go
5、ing 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
6、as 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 i
7、n 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 replie
8、d 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,
11、they 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
13、that 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
14、information 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 perce
15、ption 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 failur
16、e, 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 understanding of the students and to know more about the texts, we should enhance our awareness of the yuan cognitive, improving o
