我国有效课堂提问研究十年一基于对2000〜2009年间134篇文献的分析

Effective Class Questioning Research in the Decade in China ： Based on the Analysis of 134 Documents (2000一2009)

本文采用内容分析法，对2000—2009年间发表的134篇有关“有效课堂提问”的 研究成果，分别从发文数量、作者类型、文献类型、研究内容、研究方法五个维度进行统计分析 发现:近十年我国有效课堂提问研究的成果数量呈现逐年上升的趋势，这对于提升教师课堂提 问的质量水平，进而实现有效教学的目标都具有现实意义;但也存在研究视阈相对狭窄、研究 方法多元化水平不高、科学理论体系尚不完善等问题。因此，我国未来对于有效课堂提问的研 究应该不断拓展研究视阈，倡导在教育理论工作者与教育实践者合作研究的基础上进行必要 的实证研究或定量研究，以揭示课堂提问有效性的一般规律，从而科学指导教师进行课堂提 问，促进教师和学生共同发展。

With the research method of contents analysis， this paper gathers statistics and analyzes the numbers， the authors， the types， the contents and the methods of the research of the published documents in the research field of effective class questioning from 2000 to 2009，we have found ： For nearly ten years，the outcomes of effective class questioning research in the decade in China is on an upward tendency， it is realistic significance for the promotion of quality level of teachers ’ class questioning and for the implementation of effective teaching goals. However， the research still exists some problems： the research depends on a relatively narrow threshold; the method of the research is short of diversification; the scientific theory of the system is still not perfect. Therefore， our future research of this filed should develop the threshold; with the foundation of joint study of the researchers and teachers， we advise researchers to do some necessary empirical or quantitative research， so as to reveal the general rule of the effectiveness of class questioning， guide teachers to question in class scientifically and promote the common development of teachers and students.