發(fā)布時間：2018-04-27 03:45

  本文選題：小學語文 + 多維互動��； 參考：《湖南師范大學》2015年碩士論文

【摘要】：新世紀以來,隨著科學技術(shù)的突飛猛進,人類社會開始步入知識經(jīng)濟時代。知識經(jīng)濟時代對人才的培養(yǎng)與發(fā)展提出了新的更高的要求,教育面臨著前所未有的機遇與挑戰(zhàn),培養(yǎng)出大量能適應(yīng)知識經(jīng)濟時代所需要的具有創(chuàng)新精神和實踐能力的人已經(jīng)成為當務(wù)之急。小學語文多維互動教學模式是一種以互動教學理論為基礎(chǔ),經(jīng)實踐提煉形成的多主體、多層面、多層次、分階段的,旨在促進小學語文教學創(chuàng)新發(fā)展、提升師生綜合素質(zhì)的集成性互動教學模式。它注重發(fā)揮小組合作學習和導生制的優(yōu)勢,既能突出教學中的學生主體地位,又能促進教師專業(yè)素質(zhì)的提升,還可豐富課堂內(nèi)容,改善課堂氛圍,從而幫助教師實現(xiàn)良好的教學效果。實踐證明,積極實施小學語文多維互動教學模式可有效落實新課程改革和新課程標準所倡導的新理念。本論文分為四個部分。第一部分為引言。主要陳述本課題提出的背景,指出當前小學語文教學存在的薄弱環(huán)節(jié),闡述了小學語文多維互動教學模式的實踐意義與理論意義。第二部分為小學語文多維互動教學模式的概念及特征。闡明小學語文多維互動教學模式的涵義,提煉特征,幫助教師更全面地認識和理解多維互動,避免教學實踐時進入誤區(qū),有助于提升多維互動教學的效果。第三部分為小學語文多維互動教學模式的實施原則。結(jié)合案例詳細分析了本教學模式應(yīng)遵循共同認知、分級遞進、有機整合、交往互動、開放發(fā)展五大原則。第四部分為小學語文多維互動教學模式實施策略。結(jié)合筆者多年實踐提煉出四個有效策略:搭建三級互動平臺;師生雙向協(xié)作備課;活動對接、承載互動;媒介搭橋、激活互動。
[Abstract]:Since the new century, with the rapid development of science and technology, human society has entered the era of knowledge economy. The era of knowledge economy has put forward new and higher requirements for the cultivation and development of talents, and education is facing unprecedented opportunities and challenges. It has become an urgent task to cultivate a large number of people who can meet the needs of the era of knowledge economy with innovative spirit and practical ability. The multi-dimensional interactive teaching model of primary school Chinese is a multi-subject, multi-level, multi-level and phased teaching model based on the interactive teaching theory, which aims to promote the innovation and development of primary school Chinese teaching. Improve the comprehensive quality of teachers and students integrated interactive teaching model. It lays stress on the advantages of group cooperative learning and student guidance system. It not only highlights the main position of students in teaching, but also promotes the improvement of teachers' professional quality. It can also enrich the classroom content and improve the classroom atmosphere. In order to help teachers achieve good teaching results. Practice has proved that the active implementation of the multi-dimensional interactive teaching model of primary school Chinese can effectively implement the new ideas advocated by the new curriculum reform and new curriculum standards. This paper is divided into four parts. The first part is the introduction. This paper mainly states the background of this subject, points out the weak links of the current Chinese teaching in primary school, and expounds the practical and theoretical significance of the multi-dimensional interactive teaching mode of primary school Chinese. The second part is the concept and characteristics of multi-dimensional interactive teaching mode of primary school Chinese. This paper clarifies the meaning of the multi-dimensional interactive teaching mode of primary school Chinese, abstracts the characteristics, helps teachers to understand and understand multi-dimensional interaction more comprehensively, avoids the misunderstanding in teaching practice, and helps to improve the effect of multi-dimensional interactive teaching. The third part is the implementation principle of the multi-dimensional interactive teaching mode of primary school Chinese. Combined with cases, this teaching model should follow the five principles of common cognition, grading progression, organic integration, interaction and open development. The fourth part is the implementation strategy of multi-dimensional interactive teaching mode of primary school Chinese. In combination with the author's many years of practice, four effective strategies were extracted: to build a three-level interactive platform; to prepare lessons for two-way collaboration between teachers and students; to connect activities and carry interaction; to bridge media and activate interaction.
【學位授予單位】：湖南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.2

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本文編號：1809062