發(fā)布時(shí)間：2018-08-01 09:25

【摘要】：隨著全民教育時(shí)代的到來(lái),教育改革的浪潮也在不斷推進(jìn)。在我國(guó)基礎(chǔ)教育階段,探索適合學(xué)生發(fā)展、培養(yǎng)學(xué)生自主學(xué)習(xí)能力的改革勢(shì)在必行,生本課堂在這樣的土壤中孕育而生。前置作業(yè)作為生本課堂的第一環(huán)節(jié),其設(shè)計(jì)質(zhì)量直接關(guān)系到課堂開展質(zhì)量,關(guān)系到學(xué)生學(xué)習(xí)效率。本文從查閱前置作業(yè)相關(guān)文獻(xiàn)著手,對(duì)相關(guān)理論依據(jù)進(jìn)行梳理,對(duì)相關(guān)概念進(jìn)行界定,厘清概念之間的關(guān)系,并綜合運(yùn)用文獻(xiàn)法、文本分析法、訪談法對(duì)前置作業(yè)設(shè)計(jì)進(jìn)行研究。對(duì)其原則、要求進(jìn)行了介紹,針對(duì)設(shè)計(jì)中存在的問(wèn)題進(jìn)行歸因分析,并提出相應(yīng)的優(yōu)化策略。本文研究?jī)?nèi)容主要包括四部分：第一部分：對(duì)前置作業(yè)的相關(guān)文獻(xiàn)進(jìn)行分析,了解研究已有現(xiàn)狀及存在的不足；對(duì)相關(guān)概念進(jìn)行界定,厘清概念之間的關(guān)系；并對(duì)相關(guān)理論依據(jù)進(jìn)行梳理,為文章撰寫提供理論支撐。第二部分：介紹小學(xué)語(yǔ)文前置作業(yè)設(shè)計(jì)的原則、要求,首先介紹其設(shè)計(jì)原則,包括趣味性原則、全體性原則、指導(dǎo)性原則、開放性原則、針對(duì)原則、實(shí)踐性原則；其次,介紹其設(shè)計(jì)要求,設(shè)計(jì)過(guò)程中應(yīng)考慮學(xué)生的心理特點(diǎn)和學(xué)習(xí)起點(diǎn),考慮語(yǔ)文學(xué)科的特點(diǎn),考慮具體教材的特點(diǎn),從三個(gè)層面綜合考慮,靈活運(yùn)用。第三部分：介紹小學(xué)語(yǔ)文前置作業(yè)設(shè)計(jì)的實(shí)際狀況,調(diào)研期間選取X校近三年來(lái)1——6年級(jí)的前置作業(yè),并按課型(識(shí)字課、閱讀課、寫作課、綜合實(shí)踐活動(dòng)課)選取前置作業(yè)進(jìn)行個(gè)案分析,力求呈現(xiàn)前置作業(yè)設(shè)計(jì)現(xiàn)狀,進(jìn)而剖析設(shè)計(jì)中存在的問(wèn)題；接著對(duì)調(diào)研學(xué)校的教師進(jìn)行訪談,采取結(jié)構(gòu)性訪談與隨機(jī)性訪談相結(jié)合的方式。在訪談過(guò)程中,對(duì)設(shè)計(jì)前置作業(yè)的具體情況作深層了解,了解前置作業(yè)的設(shè)計(jì)初衷、設(shè)計(jì)依據(jù)、參與人員、結(jié)構(gòu)模式,以及對(duì)教師、對(duì)學(xué)生的影響,探求問(wèn)題背后的原因。第四部分：經(jīng)過(guò)第三部分的分析,進(jìn)而提出小學(xué)語(yǔ)文前置作業(yè)設(shè)計(jì)的優(yōu)化策略：并按課型選取相關(guān)主題自主設(shè)計(jì)前置作業(yè)。每份前置作業(yè)的設(shè)計(jì)均是建立在對(duì)教學(xué)目標(biāo)、學(xué)生心理特點(diǎn)、教學(xué)策略的分析上,設(shè)計(jì)更為具體、直觀,以供參考、探討。
[Abstract]:With the arrival of the age of Education for all, the tide of education reform is also advancing. In the stage of basic education in our country, it is imperative to explore the reform suitable for the development of students and to cultivate students' autonomous learning ability. As the first link of student-oriented classroom, the design quality of pre-homework is directly related to the quality of classroom development and students' learning efficiency. This paper begins with consulting the relevant documents of pre-homework, combs the relevant theoretical basis, defines the related concepts, clarifies the relationship between the concepts, and synthetically applies the literature method and text analysis method. The method of interview was used to study the design of pre-operation. The principles and requirements are introduced, the attribution analysis of the problems existing in the design is carried out, and the corresponding optimization strategies are put forward. The main contents of this paper include four parts: the first part: to analyze the related documents of pre-homework, to understand the existing situation and shortcomings of the study, to define the relevant concepts, to clarify the relationship between the concepts; And the relevant theoretical basis is combed, provides the theory support for the article writing. The second part: introduce the principle of primary school language pre-homework design, requirements, first introduce its design principles, including fun principle, the whole principle, guiding principle, open principle, aiming principle, practical principle; second, This paper introduces the design requirements, which should consider the students' psychological characteristics and the starting point of study, the characteristics of the Chinese subject, the characteristics of the concrete teaching materials, the comprehensive consideration from three levels, and the flexible use of the materials. The third part: introduce the actual situation of the Chinese pre-homework design in primary school. During the investigation and research period, select the pre-homework of grade 1-6 in X school in the past three years, and according to the class type (literacy class, reading class, writing lesson), In order to present the present situation of pre-homework design and then analyze the problems existing in the design, the author interviewed the teachers of the research school. It adopts the combination of structured interview and random interview. In the process of interview, the author makes a deep understanding of the specific situation of the design of the pre-homework, understands the original intention, the basis of the design, the participants, the structural model, the influence on the teachers, the students and the reasons behind the problems. The fourth part: through the analysis of the third part, put forward the optimization strategy of the primary school language pre-homework design: and according to the relevant topics of the class type, design the pre-homework independently. The design of each pre-assignment is based on the analysis of teaching objectives, students' psychological characteristics and teaching strategies. The design is more concrete and intuitive for reference and discussion.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.2

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