本文關鍵詞：“五步三查”高效課堂教學模式探究　出處：《陜西師范大學》2015年碩士論文　論文類型：學位論文

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【摘要】：本文是以歷史學科為例,對新課程改革背景下“五步三查”高效課堂教學模式所作的一項專題研究。本文各章節(jié)內(nèi)容簡要臚列如下：緒論主要就本課題的選題緣由、研究現(xiàn)狀及研究方法進行了論述。第一章重點介紹了“五步三查”高效課堂教學模式的內(nèi)涵。為了闡明這一全新的教學模式,本文首先對高效課堂、導學案、小組合作學習等概念進行了界定；其次論述了該模式的建構過程；再次對“五步三查”每個環(huán)節(jié)的內(nèi)涵進行了全面闡釋。第二章對“五步三查”高效課堂教學模式建構的理論依據(jù)進行了論述。其理論主要包括“人本主義學習理論”、“建構主義學習理論”、“學習動機理論”、“最近發(fā)展區(qū)”等四個方面。第三章主要探討了“五步三查”高效課堂教學模式的具體操作流程以及在操作流程中常見的問題與解決策略。具體操作流程包括課堂的教學環(huán)節(jié)及教師的三次學情調(diào)查,其中教學環(huán)節(jié)包括：第一步獨學,第二步對學、群學,第三步組內(nèi)小展示,第四步班級大展示,第五步整理導學案、達標測評。在此,筆者以高中歷史《新文化運動》一課來介紹其具體操作流程。常見的問題包括：導學案中設計習題化、使用形式化、評價機制缺失等問題；小組合作學習中學生缺乏合作技能、合作學習參與程度不均衡、合作學習評價不合理等問題。針對這些問題,提出相應的解決策略。第四章是對“五步三查”高效課堂教學模式的發(fā)展變式作了討論分析。該模式在實施推廣進程中發(fā)展形成了新的模式,由此可見使用模式并不等于模式化。在此筆者以“271”模式、“大單元教學”模式、“五環(huán)大課堂”模式為例進行研究。第五章探究“五步三查”高效課堂教學模式的價值與意義。該模式為高效課堂的實施與推廣提供了一種切實可行的路徑,同時促進了學生的全面發(fā)展、轉(zhuǎn)變了教師的教學觀念、利于構建新型的師生關系。本文旨在通過以上內(nèi)容的研究,就“五步三查”高效課堂教學模式形成一種系統(tǒng)的理論,為更多走上高效課堂改革的之路的基礎教育學校提供借鑒。
[Abstract]:This paper is based on the history of science as an example, a case study of the new curriculum reform under the background of "five step three" efficient classroom teaching model for this paper. The contents of each chapter are as follows: the introduction briefly focuses on the reason for the topic, research status and research methods are discussed. The first chapter mainly introduces connotation of "five step three" efficient classroom teaching model. In order to illustrate this new teaching mode, firstly, efficient classroom teaching case, cooperative learning, the author defines the concept; then discusses the construction process of the model; again the connotation of "five step three check each link of comprehensive explanation. The second chapter discusses the theoretical basis of" five step three "and constructing efficient classroom teaching model. The theory mainly includes" Humanism learning theory "," constructivism learning theory "," learning Motivation theory "," four aspects of recent developments ". The third chapter mainly discusses the specific operating process of five step three of" efficient classroom teaching mode and the common process problems and solutions. The three general survey of the specific operation process including the link of classroom teaching and teachers, including teaching steps: the first step to study alone, the second step, third step group, small group show, the fourth step class display, fifth step sorting guiding case, standard evaluation. Here, the author takes the high school history new culture movement > < lesson to introduce the specific operation process. Including the common problems: Exercises Design of guiding case, the use of formal evaluation mechanism etc; cooperative learning students lack cooperative skills, cooperative learning participation is not balanced, cooperative learning evaluation is not reasonable. Aiming at these problems, put forward The corresponding solution strategy. The fourth chapter is the development of "five step three" efficient classroom teaching mode change is discussed. The development pattern of the formation of a new pattern in the implementation of the promotion process, thus using the model is not equal to the model. The author to "271" mode, "large unit teaching" mode, "five class" model as the case study. The fifth chapter explores the value and significance of the five step three of "efficient classroom teaching model. The model provides a feasible path for the implementation and promotion of efficient classroom, and promote the all-round development of students, change the teachers' teaching ideas, to the construction of a new relationship between teachers and students. The purpose of this paper is to through the above research, the" five step three "efficient classroom teaching mode to form a systematic theory, based on the more efficient classroom reform way of teaching School education provides a reference.

【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.51

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