摘要

作为一种教学形式，课堂提问在促进师生双边交流中起着重要的作用：课堂提问一方面可帮助教师检验学生是否达到教学预期，另一方面可发挥学生的主动性，积极参与到课堂中来。因此，具备良好的提问技能是成为一名优秀教师的必备条件，也是衡量教师教学能力的标准，同时，提问技能在一个教师的发展中占据着重要地位。90428

本论文首先对有关提问技能和教育实习的相关概念进行界定，并对国内外已有的研究进行综述；接着对涉及的研究内容和研究方法进行了介绍，将提问技能分为问题设计、提问过程和课后反思三个维度，并阐明的该研究的重要意义。本次研究以范大学生命与环境科学学院级生物科学师范生为例，以自行编制的提问技能调查问卷作为研究工具，对这部分学生在教育实习前后分别进行调查，然后采用 SPSS以及EXCEL对所收集到的数据进行统计分析，了解提问技能的变化情况。

研究结论：（1）实习带教后课堂提问技能总体有了明显提升，其提升体现在提问过程和课后反思两个环节，在问题设计环节没有提升。（2）提问技能在教育实习前后与性别无关。（3）提问技能前后的提升与带教年级有关，体现在提问过程环节，在初中教育实习的师范生明显高于高中。（4）造成问题设计环节没有提升的原因可能是师范生的教育实习前后所采用的参考资料差别不大以及所受指导欠缺所致。（5）造成于初中实习的师范生提问过程进步大的原因包括课机会丰富和初中生年龄特征两个方面。

Abstract

    As a teaching method, classroom questioning plays an important role in interaction between teachers and students。 On the one hand, it helps teachers to test whether their students meet the learning expectation。 On the other hand, classroom questioning can arouse students’ initiatives and encourage them participate into classes enthusiastically。 Therefore, it is necessary to have good class questioning skills to be a good teacher, and we can distinguish a good teacher through whether he or she has good questioning skills。 Furthermore, questioning skills have effects on the development of a young teacher。

    At first, the paper reviews some definitions about questioning skills and teaching practicum, and analyzes the current research status。 Then it introduces the research content and methods, which pide questioning skills into three parts: Designing Questions, the Process of Asking and Answering and Reviews of Questioning。 The study bases on the pre-service teachers who major in biology ,from University。 They are investigated through a questionnaire about questioning skills both before and after their teaching practicums。 At last, the data are processed through SPSS and EXCEL, which give the information about the change in the period of teaching practicum。

    According to the data, it is reflected that (1)Pre-service teachers experience a considerable increase in their questioning skills, which can be found in both the Process of Asking and Answering and Reviews of Questioning, but Designing Questions has little difference through this period。 (2)There is no relationship between questioning skills and gender difference。 (3)The increase in questioning skills has difference between the pre-service teachers in junior middle schools and those in senior high schools, which illustrates in the Process of Asking and Answering, and those in junior middle schools have better performances。 (4)The potential reason of little change in Designing Questions may involve that the pre-service teachers rely on the similar materials both before and after teaching practicum ,and gain little guidance when they are preparing a class 。 (5)The reasons of why those pre-service teachers in junior middle schools experienced a more obvious increase may involve that they have more opportunities to have classes and students are more positive at their 12 to 15 years old。