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高中数学课堂教师提问与学生回答的认知一致性研究

A Study on the Cognitive Consistency Between Teachers'Questions and Students'Answers in High Schools'Mathematics Classroom
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摘要 在研究中发现,高水平提问与高水平回答的相关性很小,一个高水平提问未必能引发高水平的回答,提问的不同认知水平对教师提问与学生回答的认知一致性存在显著影响,不同学业成就水平的学生在教师提问与学生回答的认知一致性上有不同。对此可以增加课堂提问的数量,把主动权交给学生;精心设计高水平提问,用追问引导学生回答;给予学生思考与回答的空间,不随意打断学生;合理预设一节课中各个认知水平的提问。
作者 黄玲珊 Huang Lingshan
出处 《基础教育研究》 2023年第8期41-44,共4页 Basic Education Research
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