發(fā)布時(shí)間：2018-10-23 18:33

【摘要】：隨著我國(guó)教育改革的不斷發(fā)展和新課程改革的深入實(shí)施,我們的高中教育越來(lái)越走向完善。注重學(xué)生個(gè)性差異發(fā)展成為許多教育工作者的目標(biāo)。然而有一部分學(xué)生他們?cè)谀承⿲W(xué)科非常優(yōu)秀而在另一些學(xué)科成績(jī)卻較弱,也就是我們經(jīng)常的偏科,這嚴(yán)重影響他們?cè)诟呖贾械陌l(fā)揮,成為了困擾學(xué)生和老師的難題。通過(guò)對(duì)高一成績(jī)的比對(duì),我發(fā)現(xiàn)語(yǔ)文偏科生占大約12%,雖然占比例不大,但是對(duì)每個(gè)學(xué)生來(lái)說(shuō)卻是百分之百。經(jīng)過(guò)近幾年的教學(xué)實(shí)踐和對(duì)文獻(xiàn)的查閱,我發(fā)現(xiàn)分層教學(xué)是一個(gè)既能關(guān)注學(xué)生差異發(fā)展又能幫助學(xué)生提高成績(jī)的高效方法。因此我試圖從分層教學(xué)角度探究高中語(yǔ)文偏科生的教學(xué)策略。語(yǔ)文偏科是一個(gè)復(fù)雜的問(wèn)題,他涉及到很多原因。為了確保這次研究的科學(xué)性,筆者采用了文獻(xiàn)法、問(wèn)卷調(diào)查法還有談話法獲取了大量準(zhǔn)確的、詳實(shí)的研究資料和文學(xué)課堂教學(xué)實(shí)例,發(fā)現(xiàn)了高中語(yǔ)文偏科生偏科問(wèn)題的諸多原因,比如語(yǔ)文基礎(chǔ)知識(shí)薄弱、教師期望水平過(guò)高、語(yǔ)文思維方法不合理、缺少元認(rèn)知策略和學(xué)習(xí)策略方法等。促進(jìn)高中語(yǔ)文偏科生不斷進(jìn)步,有利于他們不斷發(fā)展,更有利于他們?nèi)松哪繕?biāo)。因此筆者從學(xué)生主體分層、目標(biāo)分層、課堂教學(xué)分層、評(píng)價(jià)分層幾個(gè)角度研究語(yǔ)文偏科生分層教學(xué)的策略和方法,最終實(shí)現(xiàn)學(xué)生地全面發(fā)展。
[Abstract]:With the development of education reform and the implementation of new curriculum reform, our senior high school education is becoming more and more perfect. It is the goal of many educators to pay attention to the development of students' personality differences. However, some students are very good in some subjects, but weak in others, that is, we often deviate from the subject, which seriously affects their play in the college entrance examination, which has become a difficult problem for students and teachers. Through the comparison of the grade of senior one, I found that the proportion of Chinese students is about 12%, although the proportion is not large, it is 100% for each student. Through teaching practice and literature review in recent years, I find that stratified teaching is an efficient method which can not only pay attention to the development of students' differences, but also help students improve their grades. Therefore, I try to explore the teaching strategies of Chinese students in senior high school from the perspective of stratified teaching. Language bias is a complex problem, he involves many reasons. In order to ensure the scientific nature of this study, the author adopted the literature method, questionnaire survey and conversation method to obtain a large number of accurate and detailed research materials and literature classroom teaching examples. The author finds many reasons for the problem, such as weak basic knowledge of Chinese, high expectation of teachers, unreasonable thinking methods of Chinese, lack of metacognitive strategies and learning strategies, etc. To promote the progress of senior high school Chinese students, to help them to develop, more conducive to their goals in life. Therefore, the author studies the strategies and methods of stratified teaching of Chinese students from the perspectives of student subject stratification, goal stratification, classroom teaching stratification and evaluation stratification, so as to realize the overall development of students.
【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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本文編號(hào)：2290122