本文選題：人教版 + 蘇教版��； 參考：《聊城大學》2015年碩士論文

【摘要】：語文教科書是語文課程目標與課程內容的載體,也是語文教學的媒介,在語文教學中占有十分重要的地位。初中語文教科書由范文系統(tǒng)、知識系統(tǒng)、作業(yè)系統(tǒng)和導學系統(tǒng)組成,四個系統(tǒng)合理編排便形成了一套教科書的基本結構。作業(yè)系統(tǒng)是教科書的重要組成部分,是不可或缺的。它按照一定的目標,有計劃地設計作業(yè)題目,幫助學生理解、掌握和鞏固知識,培養(yǎng)和提高學生的語文素養(yǎng)。從1986年我國開始實施“一綱多本”政策,各種版本的教科書紛紛問世,新課程改革更加劇了教科書的多樣化。每套教科書各具特色,其作業(yè)系統(tǒng)的編寫也存在著很大的差異。本論文運用統(tǒng)計分析法,對新課改后人教版初中語文教科書和蘇教版初中語文教科書中的作業(yè)系統(tǒng)題目數(shù)量、題目類型和訓練內容這三個方面進行系統(tǒng)研究。通過研究發(fā)現(xiàn),兩版教科書的作業(yè)系統(tǒng)具有諸多共同特點。在題目類型方面,兩版教科書都是以理解性題目偏多,記憶性題目很少;在訓練內容方面,兩版教科書都以對課文的整體理解和揣摩字詞句為主。兩版教科書作業(yè)題目的設計具有能力傾向性,相對忽視知識積累和文化熏陶。兩版教科書又各具特點,人教版作業(yè)的數(shù)量雖少但訓練的方面較全面;蘇教版選做題要遠遠多于人教版,說明蘇教版的作業(yè)題的設計上更加開放。兩版教科書的編寫存在著作業(yè)系統(tǒng)難易程度上梯度不明顯;作業(yè)系統(tǒng)訓練類型單一;作業(yè)系統(tǒng)訓練內容不全面的問題。本論文的主要創(chuàng)新點有二。一是對兩版教科書的作業(yè)系統(tǒng)進行了窮盡性分析統(tǒng)計,列出了詳細統(tǒng)計表格,畫出了各種柱狀圖、餅狀圖,兩版教科書作業(yè)系統(tǒng)的狀態(tài)一目了然,有利于教科書的使用和改進。二是發(fā)現(xiàn)了兩版教科書作業(yè)系統(tǒng)都存在著能力化傾向,指出教科書作業(yè)系統(tǒng)的訓練內容要更加全面。本研究存在的不足是:為了統(tǒng)計的方便,一些題目的分類可能存在異議;只從數(shù)量、類型、內容三個維度進行統(tǒng)計分析,各維度下沒有進一步研究,后續(xù)研究應進一步精細化。
[Abstract]:Chinese textbooks are not only the carrier of Chinese curriculum objectives and contents, but also the medium of Chinese teaching, which occupies a very important position in Chinese teaching. The middle school Chinese textbook is composed of model text system, knowledge system, operation system and guidance system, and the four systems are arranged rationally to form the basic structure of a set of textbooks. Operating system is an important part of textbooks and indispensable. In accordance with certain goals, it designs homework topics in a planned way, helps students to understand, master and consolidate knowledge, and develops and improves students' Chinese literacy. Since 1986, China began to implement the policy of "one program and more books", various versions of textbooks have come out one after another, and the new curriculum reform has intensified the diversification of textbooks. Each set of textbooks has its own characteristics, its operating system is also very different. By means of statistical analysis, this paper makes a systematic study on the number, type and training contents of the operating system topics in the Chinese textbooks of junior middle school and the textbooks of junior middle school in the new curriculum reform. Through the study, it is found that the operating system of the two editions of textbooks has many common features. In terms of topic types, the two editions of textbooks are mainly about comprehension and memorization. In terms of training content, the two textbooks are mainly concerned with the overall understanding of the text and the understanding of words and sentences. The design of the two-edition textbook assignment has the ability tendency, the relative neglect knowledge accumulation and the culture edification. The two editions have their own characteristics, the number of the homework in the educational edition is small, but the training is more comprehensive, and the Soviet edition is far more open to the design of the homework. There are some problems in the compilation of the two editions of textbooks, such as the difficulty degree of the operation system is not obvious, the training type of the operation system is single, and the training content of the operation system is not comprehensive. There are two main innovations in this paper. The first is to make exhaustive analysis and statistics on the operating system of the two editions of textbooks, to list detailed statistical tables, to draw out various histograms, pie charts, and the state of the operating system of the two editions of textbooks at a glance, which is conducive to the use and improvement of textbooks. Second, the author finds that there is a tendency of competence in the two edition textbook operating system, and points out that the training content of textbook operation system should be more comprehensive. The shortcomings of this study are: for the convenience of statistics, the classification of some topics may have dissent; only from the number, type, content of three dimensions of statistical analysis, there is no further research under each dimension, the follow-up study should be further refined.
【學位授予單位】：聊城大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.3

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本文編號：1783701