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摘要通过对实施“学讲计划”的学校和传统教学方式的学校进行调查，从讨论、回答、提问三个角度对现状进行比较分析。分析结果可得“学讲”课堂在讨论方面，从讨论时间、参与度、任务完成度及收获水平四个方面，都有进益；在回答方面，教师的课堂提问量超过了传统课堂，但学生自主回答的积极性却并没有改善；在提问方面，学生产生问题的水平基本不足，提问水平仍显低浅。在此基础上进行原因分析，学生不回答的原因包括：不敢举手、教师提问的难度以及问题表达形式；学生不提问的原因则是他们不会提问（怎么提问和何时提问）或不敢提问。最后根据以上原因分析对如何鼓励回答与提问进行策略探讨，认为鼓励提问应从课堂氛围、增强自信、合理设置问题难度、合理表述问题进行改善；而鼓励提问则由提问技能训练、给予提问时间、班级氛围、认真对待学生提出的问题等方面进行探讨。51062
毕业论文关键词：学讲计划；“静听”课堂；讨论；回答；提问
The Influence of Primary”Listening”Class to”Xuejiang Plan”
Abstract
[Abstract] On the basis of the research of the school which practice the "Xuejiang Plan" and the traditional school , the current situation is analyzed from the three aspects of the discussion, the answer and the question. Analysis of the "Xuejiang"classroom in terms of the discussion, from the discussion time, participation degree, task completion degree and harvest levels four aspects, Cheyne; in answering, teachers' classroom questioning volume over the" non speak "class, but students answer enthusiasm but did not improve; in question, students have level of basic problem, question level is low. Based on the analysis of the causes, students cannot answer why include: dare not raise their hands, the teacher questions and the difficulty of the problem representation; students do not question the reason is they don't ask how questions and when questions) or did not dare to question. Finally, according to the above reasons analysis on how to encourage answer strategy discussion and questions that encourage questions from the classroom atmosphere, enhance self-confidence, a reasonable set of problem difficulty, rational statement of the problem to improve; and encouraged to ask questions by questioning skills training, given question time, class atmosphere, seriously treat students to ask questions, to explore.
Key Words:Xuejiang plan; ”listening” class; discussion; answer; question
目录
摘要 I
Abstract Ⅱ
目录 Ⅲ
一、 基本概述 1
（一） “静听”课堂概述 1
（二） “学讲计划”概述 2
二、 现状：“学讲计划”与传统模式的对比研究 3
（一）关于讨论的比较分析 3
（一） 关于回答的比较分析 5
（二） 关于提问的比较分析 6
三、 原因：“学讲计划”造成现状的缘由 8
（一） 对讨论的益处 8
（二） 对回答的无益 9
（三） 对提问的无益 9
四、 策略：对“学讲计划”实施过程的补充