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教师提问是科学探究中启发学生思考的重要环节。以往对教师提问的研究多关注于教师学科教学知识。本研究以中学生物学科学探究为切入点，采用质性研究方法，追踪和分析了我国A市6位中学生物学教师在科学探究中提问的若干真实案例，揭示了影响教师提问的个体因素、内部因素和外部因素，撷取了权重较大的关键因素展开探讨和分析，获得了四点研究结论，发现了两个值得深入思考的问题。力图探索促进以学生发展为中心的教师提问的积极因素，将科学探究真正落实于课堂中以发展学生学科核心素养。
Abstract：Teacher questioning plays an important role in stimulating student thinking during scientific inquiry. Previous research on teacher questioning has often focused on teachers' pedagogical content knowledge. This study employs qualitative research methods to track and analyze several real cases of teacher questioning during scientific inquiry involving six secondary school biology teachers in City A, China. The study identifies the personal, internal, and external factors that influence teacher questioning. Key influential factors were examined in detail, leading to four main conclusions and two issues worthy of further reflection. The study aims to promote student-centered questioning factors and ensure that scientific inquiry is effectively implemented in classrooms, fostering the development of students' core competencies.
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基本信息:
中图分类号:G633.91
引用信息:
[1]张忠燕,张迎春.对科学探究中教师提问的质性研究——以中学生物学为例[J].全球教育展望,2025,54(01):123-135.
基金信息:
利兹国际全日制博士奖学金资助的成果~~