标题: How to use information 如何运用通过课前指导收集的信息 系列... [打印本页] 作者: 司马如花 时间: 2015-1-20 16:05 标题: How to use information 如何运用通过课前指导收集的信息 系列... 本帖最后由 司马如花 于 2015-1-20 16:11 编辑
How to use information gathered from pre-instruction quizzes
如何运用通过课前指导小测收集的信息 系列（二）
1. Analyzing responses to pretest questions can provide you with a good understanding of what your students are thinking
分析课前测试问题的答案，这样可以使你更好的理解学生在想什么
2. Analyze correct responses.
分析正确的答案
3. Analyze errors by looking for patterns.
通过寻找模式来分析错误答案。
Assessing how students are arriving at their answers
评估学生是如何得到自己的答案
关于学生解决问题的策略的信息可以通过以下几个方式来收集：
1.Use students’ own verbal self-reports.
利用学生的书面自我评估报告
2.Analyze students’ overt behavior, such as their written work and journal writing.
分析学生的外在表现行为，比如他们的作文和日记。
3.Ask questions — there is a relationship between good teacher questioning skills and student thinking.
提问——优秀老师的提问技巧与学生思考之间有一种联系。
好的提问方式是一门技巧。为了选择已准备好的教学方案而提出问题时，老师应该把学生的回答看成“学生已经知道了什么”，而不要看“他们的回答是否与期望的答案相匹配”。数据显示，职前教师可能不会运用合适的提问技巧。除此之外，在职老师可能会过度依赖回忆性的问题。
4.Interview students about the problems they solve to determine how they arrived at their answers.
通过与学生谈论他们将要解决的问题，来查明他们是如何得到自己的答案的。
Examples of good questioning skills 优秀的提问技巧案例
1.Prepare important questions ahead of time.
提前准备重要问题
2.Deliver questions clearly and concisely.
提问要简洁明了
3. Pose questions that stimulate thinking.
设置可以激发思考的问题
4.Provide children with enough time to think about and prepare their answers.
留给学生充足的时间来思考和准备答案
5.Avoid asking questions that require one-word answers.
避免提问只需一个字就可以回答的问题
6.Ask questions that require critical thinking.
提问时需要批判性的思维
7.Ask probing questions that refer specifically to what a student says, does or thinks in order to gain further information about students’ solution strategies (e.g., “How did you know how many nickels and how many pennies to put down?”).
问试探性的问题，特别是学生说了什么、做了什么或是想到什么，来帮助老师更进一步了解学生解决问题的策略。（比如，“你是怎么知道放几个镍币几个便士的？”）
8.Ask followup questions for both incorrect answers and correct answers.
不管答案是对还是错，都要多追问几个问题。
