本文關(guān)鍵詞：初中語(yǔ)文前置性作業(yè)設(shè)計(jì)研究　出處：《山東師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

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【摘要】：科技和時(shí)代的發(fā)展注定未來(lái)的社會(huì)是學(xué)習(xí)型社會(huì),學(xué)生在學(xué)習(xí)型社會(huì)中生存的首要條件就是掌握自主學(xué)習(xí)的方法,具備終身學(xué)習(xí)的能力。新一輪基礎(chǔ)課程改革積極提倡自主、合作、探究的學(xué)習(xí)方式,強(qiáng)調(diào)以學(xué)生為主體,以培養(yǎng)學(xué)生的終身發(fā)展能力為出發(fā)點(diǎn)和落腳點(diǎn)。因此,在語(yǔ)文教學(xué)過(guò)程中培養(yǎng)具有終身自主學(xué)習(xí)能力的創(chuàng)新型人才迫在眉睫。而課堂教學(xué)作為初中語(yǔ)文教學(xué)的主陣地,如何提高課堂教學(xué)效率一直是眾多專家學(xué)者和一線教師重點(diǎn)關(guān)注的問(wèn)題。筆者經(jīng)過(guò)思考,認(rèn)為前置性作業(yè)是提高語(yǔ)文課堂教學(xué)效率,培養(yǎng)學(xué)生自主學(xué)習(xí)能力以及養(yǎng)成終身學(xué)習(xí)習(xí)慣的有效途徑。本論文所研究的前置性作業(yè)這一概念,最初是在生本教育理念下發(fā)現(xiàn)并提出的,可以看成是學(xué)生自主學(xué)習(xí)的開始,是實(shí)現(xiàn)學(xué)生自主學(xué)習(xí)的重要途徑,是學(xué)生進(jìn)行課堂合作探究的保障。這是因?yàn)閷W(xué)生在完成前置性作業(yè)過(guò)程中能夠?qū)ξ谋井a(chǎn)生初步的理解,提出自己的疑問(wèn)和思考,在學(xué)生的頭腦中產(chǎn)生自己的“前見(jiàn)”和“前理解”,而這些“前見(jiàn)”和“前理解”既是課前學(xué)生自主獲得的,也是學(xué)生積極參與課堂討論和有效探究的基礎(chǔ)必備條件。前置性作業(yè)的合理設(shè)計(jì)無(wú)論是對(duì)于教師還是學(xué)生都有著重要的意義,然而筆者查閱相關(guān)文獻(xiàn)資料發(fā)現(xiàn)目前對(duì)于前置性作業(yè)的系統(tǒng)研究較少,而對(duì)語(yǔ)文前置性作業(yè)的研究則更少,散見(jiàn)于各種小型的期刊雜志,較為零散,可見(jiàn)語(yǔ)文前置性作業(yè)并未得到高度重視。本研究正是基于前置性作業(yè)在初中語(yǔ)文教學(xué)過(guò)程中未得到充分重視和肯定的現(xiàn)實(shí)需要,從而對(duì)前置性作業(yè)進(jìn)行系統(tǒng)的研究,以明確教師應(yīng)如何設(shè)計(jì)和運(yùn)用前置性作業(yè)才能使課堂教學(xué)效率有所提高,學(xué)生如何合理使用前置性作業(yè)才能提高課堂學(xué)習(xí)效率以及培養(yǎng)其自主學(xué)習(xí)的能力,養(yǎng)成自主學(xué)習(xí)的習(xí)慣。本論文共分為四個(gè)部分。首先闡述了研究的背景、意義和研究方法,并對(duì)國(guó)內(nèi)外關(guān)于前置性作業(yè)的相關(guān)文獻(xiàn)資料進(jìn)行梳理綜述,在此基礎(chǔ)上筆者嘗試對(duì)前置性作業(yè)進(jìn)行概念界定,并將其與我們所熟知的預(yù)習(xí)、導(dǎo)學(xué)案以及翻轉(zhuǎn)課堂中的微視頻等進(jìn)行比較研究,辯證看待幾個(gè)概念的聯(lián)系和區(qū)別,而后闡明支撐前置性作業(yè)的相關(guān)理論研究,包括郭思樂(lè)的生本教育思想、維果茨基最近發(fā)展區(qū)理論以及建構(gòu)主義學(xué)習(xí)觀等。其次,筆者結(jié)合初中語(yǔ)文學(xué)科的基本特點(diǎn)以及初中學(xué)生的身心特點(diǎn)和思維方式編制訪談提綱和調(diào)查問(wèn)卷,對(duì)當(dāng)前初中語(yǔ)文前置性作業(yè)設(shè)計(jì)中取得的成效和存在的問(wèn)題進(jìn)行現(xiàn)狀分析。再次,筆者根據(jù)前置性作業(yè)設(shè)計(jì)中存在的問(wèn)題,從總體上提出了前置性作業(yè)設(shè)計(jì)的目的與應(yīng)遵循的原則。最后,前置性作業(yè)設(shè)計(jì)是否合理,最終要落實(shí)到語(yǔ)文課堂教學(xué)的實(shí)踐過(guò)程中。筆者在這一部分將給出相應(yīng)的設(shè)計(jì)策略,并輔之具體的教學(xué)案例,來(lái)闡釋如何實(shí)現(xiàn)前置性作業(yè)與語(yǔ)文課堂教學(xué)的有效對(duì)接。
[Abstract]:The development of science and technology and the future is destined to the learning society in the future. The primary condition for students to survive in a learning society is to master the way of independent learning and have the ability of lifelong learning. The new round of basic curriculum reform actively advocates independent, cooperative and inquiry learning. It emphasizes students as the main body and fostering the lifelong development ability of students as the starting point and foothold. Therefore, it is imminent to cultivate innovative talents with the ability of lifelong learning in the course of language teaching. As the main position of the junior middle school language teaching, how to improve the efficiency of classroom teaching has always been the focus of many experts and scholars and teachers. The author thinks that pre job is an effective way to improve the efficiency of Chinese classroom teaching, cultivate students' autonomous learning ability and develop lifelong learning habits. The concept of prepositional homework is originally discovered and put forward under the concept of student based education. It can be seen as the beginning of students' autonomous learning, an important way to achieve students' autonomous learning, and a guarantee for students to explore classroom cooperation. This is because the students are able to produce a preliminary understanding of the text in the completion of pre operation process, ask questions and think about their own, have their own "Prejudice" and "pre understanding" in the minds of the students, and these "Prejudice" and "pre understanding" is not only the students before class is obtained, the students actively participate in class discussions and effective on the basis of necessary conditions. Reasonable design of pre operation for both teachers and students are of great significance, however, the relevant literature review found that the current system of pre operation for less, and the research of Chinese pre operation is less, small scattered in various journals are scattered, pre operation is not visible in Chinese get attention. This study is based on the pre operation did not get enough attention and affirmation of the reality in the junior middle school language teaching process, and the systematic study of pre operation, in order to make clear how teachers should design and use of pre operation to make the classroom teaching efficiency has been improved, the students how to make rational use of pre operation to improve classroom learning the efficiency and cultivate their independent learning ability, cultivate the habit of self-study. This paper is divided into four parts. First describes the background, significance and method of the research, in domestic and abroad about pre operation related literature review, the author attempts to pre operation was defined, and the comparison with the known preview, guiding case and flipping the classroom in micro video and the relationship and difference between the dialectical view of several concepts, then clarify the related theoretical research support pre operation, including his student Vygotsky Guo the education thought, the zone of proximal development theory and constructivist learning theory etc.. Secondly, based on the basic characteristics of junior middle school's Chinese subjects and the physical and mental characteristics of junior middle school students and their way of thinking, the author compiled interviews outline and questionnaire to analyze the current achievements and problems in the design of prepositional homework in junior high schools. Thirdly, according to the problems existing in the prepositional work design, the author puts forward the aim and principles of the prepositional work design. Finally, the prepositional work design is reasonable, and finally it should be implemented in the practice process of Chinese classroom teaching. In this part, the author will give the corresponding design strategy, and assist with specific teaching cases to explain how to achieve effective docking between pre job and Chinese classroom teaching.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.3

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