本文選題：小學(xué)語(yǔ)文教學(xué)　切入點(diǎn)：影視資源　出處：《杭州師范大學(xué)》2015年碩士論文

【摘要】：在我國(guó)普及信息化教育及影視迅猛發(fā)展的背景下,影視資源作為重要的多媒體資源,日益受到語(yǔ)文教學(xué)的青睞,小學(xué)語(yǔ)文教學(xué)與影視資源的整合研究正是建立在這一大趨勢(shì)之上。本論文旨在明晰小學(xué)語(yǔ)文課堂教學(xué)中影視資源的應(yīng)用情況,針對(duì)小學(xué)語(yǔ)文教學(xué)與影視資源整合中尚存在的不完善之處尋求構(gòu)建的對(duì)策,在小學(xué)語(yǔ)文教學(xué)中開(kāi)創(chuàng)一條科學(xué)創(chuàng)新的道路,最大程度地激發(fā)學(xué)生的興趣和潛能,發(fā)揮學(xué)生的主動(dòng)性,提高課堂學(xué)習(xí)效率,構(gòu)建優(yōu)化的語(yǔ)文教學(xué)模式。本論文分五個(gè)部分展開(kāi)論述。第一部分是緒論,闡述了本論文選題的背景與意義,前人有關(guān)本課題的研究成果,以及本論文的研究?jī)?nèi)容、方法以及特色創(chuàng)新之處。第二部分闡明了影視教育資源的內(nèi)涵和特點(diǎn),明確影視資源在小學(xué)語(yǔ)文教學(xué)中的功能價(jià)值,并從學(xué)生的心理特點(diǎn)、語(yǔ)文新課程標(biāo)準(zhǔn)和理論三個(gè)角度闡述影視資源與小學(xué)語(yǔ)文教學(xué)整合的依據(jù)。第三部分通過(guò)調(diào)查分析了小學(xué)語(yǔ)文教師在教學(xué)環(huán)節(jié)、知識(shí)教學(xué)、技能教學(xué)以及情感、態(tài)度、價(jià)值觀的培養(yǎng)與影視資源整合中的不足之處:如在教學(xué)環(huán)節(jié)中,預(yù)習(xí)、導(dǎo)入環(huán)節(jié)應(yīng)用影視資源不充分;在文化類(lèi)知識(shí)教學(xué)方面,歷史與人物、地理與人文、社會(huì)時(shí)訊三方面知識(shí)教學(xué)與影視資源的整合不足;在技能教學(xué)方面,說(shuō)話技能和綜合實(shí)踐技能與影視資源整合較為欠缺;在培養(yǎng)情感、態(tài)度、價(jià)值觀方面,個(gè)人與國(guó)家和社會(huì)、個(gè)人認(rèn)知過(guò)程的價(jià)值標(biāo)準(zhǔn)的培養(yǎng)與影視資源的整合比較薄弱等。第四部分,針對(duì)小學(xué)語(yǔ)文課堂教學(xué)整合影視資源的不足之處提出以下對(duì)策:第一,在教學(xué)環(huán)節(jié)上,提出了在預(yù)習(xí)環(huán)節(jié)利用影視資源了解文本背景及內(nèi)容、在導(dǎo)入環(huán)節(jié)提取學(xué)生的舊知、設(shè)置懸念的對(duì)策;第二,在知識(shí)、技能,情感、態(tài)度、價(jià)值觀三維目標(biāo)上提出了整合的對(duì)策,如在文化類(lèi)知識(shí)教學(xué)方面,提出了歷史與人物、地理與人文、社會(huì)時(shí)訊三方面知識(shí)教學(xué)與影視資源的整合方式;在語(yǔ)言類(lèi)知識(shí)教學(xué)中,提出了拼音、識(shí)字教學(xué)與影視資源的整合;在技能教學(xué)方面,通過(guò)影視資源訓(xùn)練學(xué)生的背誦、辯論能力,提高影視資源與說(shuō)話能力的整合程度;通過(guò)影視資源培養(yǎng)學(xué)生課外閱讀文學(xué)名著的興趣和閱讀鑒賞能力,實(shí)現(xiàn)閱讀技能與影視資源的整合;通過(guò)影視資源提高學(xué)生議論文、說(shuō)明文的寫(xiě)作能力,提高表現(xiàn)手法中想象、渲染的運(yùn)用能力以提高寫(xiě)作技能與影視資源的整合程度;通過(guò)影視小劇場(chǎng)、展示交流會(huì)、抒寫(xiě)觀后感這三種形式實(shí)現(xiàn)小學(xué)生語(yǔ)文綜合實(shí)踐能力與影視資源的整合�？傊�,本論文旨在針對(duì)現(xiàn)實(shí)中小學(xué)語(yǔ)文教學(xué)與影視資源整合的薄弱之處以及原因,探索可行的整合策略和模式,以實(shí)現(xiàn)兩者結(jié)合的系統(tǒng)化、完善化,提高小學(xué)語(yǔ)文課堂教學(xué)的成效。
[Abstract]:Under the background of the popularization of information education and the rapid development of film and television in China, film and television resources, as an important multimedia resource, are increasingly favored by Chinese teaching. The research on the integration of Chinese teaching and film and television resources in primary schools is based on this trend. The purpose of this paper is to clarify the application of film and television resources in Chinese classroom teaching in primary schools. Aiming at the imperfections existing in the integration of Chinese teaching and film and television resources in primary school, the author tries to find the countermeasures to construct it, to create a scientific and innovative way in the teaching of Chinese in primary school, and to stimulate the students' interest and potential to the greatest extent. This paper is divided into five parts to discuss. The first part is the introduction, which explains the background and significance of this thesis. The second part clarifies the connotation and characteristics of the film and television education resources, and clarifies the function value of the film and television resources in the primary school Chinese teaching, the second part clarifies the connotation and characteristics of the film and television education resources, and clarifies the function value of the film and television resources in the primary school Chinese teaching. And from the psychological characteristics of students, the new Chinese curriculum standards and theory of three angles to explain the film and television resources and primary school Chinese teaching integration basis. The third part through the investigation and analysis of primary school Chinese teachers in the teaching link, knowledge teaching, The inadequacies of skill teaching and the cultivation of emotion, attitude, values and the integration of film and television resources, such as inadequate application of film and television resources in teaching links, history and characters in the teaching of cultural knowledge, The integration of knowledge teaching and film resources in geography, humanities, social time and communication is insufficient; in skill teaching, the integration of speaking skills and comprehensive practical skills with film and television resources is relatively lacking; in cultivating emotion, attitude, and values, the integration of speaking skills and comprehensive practical skills with film and television resources is relatively inadequate. In the fourth part, the author puts forward the following countermeasures in view of the deficiency of the integration of film and television resources in primary school Chinese classroom teaching: first, the following countermeasures are put forward: first, In the teaching link, put forward in the preview link to use film and television resources to understand the text background and content, in the introduction link to extract students' old knowledge, set suspense countermeasures; second, in knowledge, skills, emotion, attitude, In the aspect of cultural knowledge teaching, the author puts forward three ways of integrating history and character, geography and humanities, social time and news, and film and television resources, and in the teaching of language knowledge, the author puts forward the countermeasures of integration on the three-dimensional goal of values, such as the integration of history and character, geography and humanity, social time and news, and the teaching of language knowledge. This paper puts forward the integration of pinyin, literacy teaching and film and television resources, in the aspect of skill teaching, training students' recitation and debating ability through film and television resources, so as to improve the integration of film and television resources with speaking ability. Through film and television resources to cultivate students' interest in reading literary classics and reading appreciation ability, to achieve the integration of reading skills and film and television resources, through film and television resources to improve the students' argumentative writing ability, to improve the performance of the imagination, Rendering the ability to use to improve the integration of writing skills and film and television resources; through the film and television small theater, show exchange, express the feeling of the three forms of primary school students' language comprehensive practical ability and film and television resources integration. The purpose of this paper is to explore feasible integration strategies and models in view of the weakness and reasons of the integration of Chinese teaching and film resources in primary and secondary schools, so as to realize the systematization and perfection of the combination of the two, and to improve the effectiveness of Chinese classroom teaching in primary schools.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G623.2;G431

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