本文選題：小學(xué)高年級(jí)　切入點(diǎn)：語(yǔ)文課堂　出處：《揚(yáng)州大學(xué)》2017年碩士論文

【摘要】：語(yǔ)文課堂教學(xué)資源作為課程資源的重要組成部分之一,對(duì)語(yǔ)文課堂教學(xué)的作用日益突出。課堂教學(xué)資源是指能夠運(yùn)用到課堂之中,為課堂教學(xué)內(nèi)容服務(wù)或支持課堂教學(xué)活動(dòng)進(jìn)行的各種有效要素的集合。語(yǔ)文教師在課堂教學(xué)中引進(jìn)多種多樣的教學(xué)資源,打破了以教科書(shū)為中心的傳統(tǒng)教學(xué)模式,同時(shí)也適應(yīng)了時(shí)代發(fā)展的要求。當(dāng)前,課堂教學(xué)資源作為教學(xué)活動(dòng)的基本要素,逐漸走進(jìn)了廣大一線(xiàn)教師的視野。語(yǔ)文課堂教學(xué)資源的應(yīng)用,一方面能幫助教師提高教學(xué)效果,另一方面可以提升學(xué)生語(yǔ)文學(xué)習(xí)的能力和語(yǔ)文素養(yǎng)�；谡n堂教學(xué)資源的復(fù)雜性和多樣性以及學(xué)生學(xué)習(xí)特點(diǎn)的差異性,在小學(xué)語(yǔ)文課堂教學(xué)中,教學(xué)資源的應(yīng)用存在著一些問(wèn)題。為了解小學(xué)高年級(jí)語(yǔ)文課堂教學(xué)資源應(yīng)用的現(xiàn)狀,本文主要采用了問(wèn)卷調(diào)查、訪(fǎng)談和課堂觀(guān)察這三種調(diào)查方法,對(duì)幾所小學(xué)的高年級(jí)語(yǔ)文課堂教學(xué)資源的應(yīng)用情況從課堂教學(xué)資源的認(rèn)識(shí)、文本資源的應(yīng)用、教師自身資源和學(xué)生資源的應(yīng)用、多媒體資源的應(yīng)用、教室資源的應(yīng)用這六個(gè)方面進(jìn)行了調(diào)查。在實(shí)踐研究中發(fā)現(xiàn),小學(xué)高年級(jí)語(yǔ)文教學(xué)資源的應(yīng)用主要存在以下問(wèn)題:教師缺乏課堂教學(xué)資源應(yīng)用的意識(shí)和能力;教學(xué)中把教材視為課堂教學(xué)中單一的資源;課堂教學(xué)中多媒體資源的過(guò)度使用;教師對(duì)自身資源重視度不夠,對(duì)學(xué)生資源的處理不到位;備課不充分影響教師對(duì)生成性資源的應(yīng)用;班級(jí)文化形同虛設(shè),班級(jí)學(xué)習(xí)氛圍不足。認(rèn)真分析,產(chǎn)生這些問(wèn)題的主要原因有:傳統(tǒng)教學(xué)觀(guān)以及應(yīng)試教育的影響、教師知識(shí)素養(yǎng)的限制、教師的情感因素的影響、教師的教學(xué)經(jīng)驗(yàn)限制、教師課堂教學(xué)資源應(yīng)用能力的限制、學(xué)校在教師課堂教學(xué)資源應(yīng)用上的缺席�；诮虒W(xué)資源應(yīng)用中的問(wèn)題,本文提出了改進(jìn)小學(xué)高年級(jí)語(yǔ)文教師課堂教學(xué)資源應(yīng)用的主要策略有:鼓勵(lì)教師參加培訓(xùn)和研討活動(dòng),積極為語(yǔ)文教學(xué)提供教學(xué)設(shè)備支持;增強(qiáng)小學(xué)高年級(jí)教師課堂教學(xué)資源應(yīng)用意識(shí),并適時(shí)地進(jìn)行反思與小結(jié);合理運(yùn)用教科書(shū),科學(xué)甄選有用的網(wǎng)絡(luò)資源;發(fā)揮教師自身資源的重要性,科學(xué)合理地應(yīng)用學(xué)生資源;科學(xué)處理預(yù)設(shè)和生成的關(guān)系,實(shí)現(xiàn)課堂生成資源的有效利用;注重班級(jí)非物理環(huán)境的建設(shè)對(duì)課堂教學(xué)的作用。
[Abstract]:As an important part of curriculum resources, Chinese classroom teaching resources play an increasingly important role in Chinese classroom teaching. The collection of all kinds of effective elements for serving or supporting classroom teaching activities. Chinese teachers introduce a variety of teaching resources in classroom teaching, which breaks the traditional teaching mode centered on textbooks. At the same time, classroom teaching resources, as the basic elements of teaching activities, have gradually entered the field of vision of the vast number of front-line teachers. The application of Chinese classroom teaching resources can, on the one hand, help teachers to improve the teaching effect. On the other hand, it can improve students' Chinese learning ability and Chinese accomplishment. Based on the complexity and diversity of classroom teaching resources and the differences of students' learning characteristics, in primary school Chinese classroom teaching, There are some problems in the application of teaching resources. In order to understand the current situation of the application of Chinese classroom teaching resources in primary schools, this paper mainly adopts three investigation methods: questionnaire, interview and classroom observation. The application of Chinese classroom teaching resources in several primary schools includes the understanding of classroom teaching resources, the application of text resources, the application of teachers' own resources and students' resources, and the application of multimedia resources. The application of classroom resources in these six aspects has been investigated. In the practical research, it is found that there are the following problems in the application of Chinese teaching resources in the senior grade of primary schools: teachers lack the awareness and ability to apply classroom teaching resources; The teaching materials are regarded as a single resource in classroom teaching, the multimedia resources are overused in classroom teaching, the teachers do not pay enough attention to their own resources, and the students' resources are not dealt with in a proper way. Insufficient preparation of lessons affects teachers' application of generative resources, class culture is empty and class learning atmosphere is insufficient. Through careful analysis, the main reasons for these problems are: traditional teaching concept and the influence of examination-oriented education. The limitation of teachers' knowledge literacy, the influence of teachers' emotional factors, the limitation of teachers' teaching experience, the limitation of teachers' ability to apply classroom teaching resources, Based on the problems in the application of teaching resources, this paper puts forward the main strategies to improve the application of classroom teaching resources for Chinese teachers in primary school: encouraging teachers to participate in training and discussion activities. Actively provide teaching equipment support for Chinese teaching, enhance the sense of application of classroom teaching resources of teachers in primary school, and timely reflect and summarize, reasonably use textbooks, scientifically select useful network resources; Give full play to the importance of teachers' own resources, scientific and reasonable use of student resources; scientifically deal with the relationship between presupposition and generation, and realize the effective use of classroom generated resources; pay attention to the class non-physical environment on the role of classroom teaching.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G623.2

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