小學語文“自主學習單”的編寫與應(yīng)用研究
發(fā)布時間：2019-03-29 08:31
【摘要】：隨著新課改中基于課程標準教學理念的深入推廣,用于課前指導學生有效預(yù)習、課中進行有效評價的“自主學習單”在小學語文課堂中漸漸實施開來。它作為有效課堂的重要載體和“抓手”,對促進學生實現(xiàn)自主、合作、探究學習,有著積極意義。鑒于中學各學科為提高學生自主學習能力較多采用“導學案”,但其多關(guān)注導學功能而忽略評價功能,多注重課前預(yù)習而忽略課中指導,于是,為更好地體現(xiàn)課堂多元評價及“目標——過程——評價”的基于課程標準的教學理念,故對“自主學習單”在小學語文教學中的編寫與應(yīng)用進行研究,是以提高課堂效率、促進學生自主、合作、探究學習的有效途徑。本論文共包括四個部分。第一部分是緒論部分。首先介紹了選題原因、研究目的與研究意義,接著通過文獻梳理,回顧了解國內(nèi)外學者對于“學習單”的相關(guān)研究;最后對本文的主要研究內(nèi)容、研究方法予以介紹與說明。第二部分是對“自主學習單”內(nèi)涵的進行闡述。論文將先對“自主學習單”的概念進行界定,并以自主學習、基于課程標準的教學的概念來輔助理解;接著對“自主學習單”的特征與功能進行梳理,對其類型與構(gòu)成進行表述,從而使“自主學習單”這一概念更加清晰。第三部分將重點介紹“自主學習單”的編寫策略。論文將先從“自主學習單”的編寫依據(jù)與編寫原則入手,提煉出規(guī)范有效的編寫標準來指導教師進行編寫,并以此來衡量“自主學習單”的編寫質(zhì)量;隨后,論文將對編寫方法進行具體細致、分門別類地闡述,并輔之以范例,使“自主學習單”的編寫流程、要素構(gòu)成、類型差異體現(xiàn)得更為直觀;最后,研究還將對“自主學習單”編寫時容易進入的誤區(qū)進行梳理,為教師的編寫設(shè)計提出合理化建議,從而提高編寫質(zhì)量。第四部分將對“自主學習單”在教學中的應(yīng)用策略進行重點闡述。論文首先聚焦“自主學習單”的三個應(yīng)用環(huán)節(jié),即課前預(yù)習環(huán)節(jié)、課堂學習環(huán)節(jié)和課后評價環(huán)節(jié),并對各環(huán)節(jié)中的具體做法分別進行闡述。同時,論文還將“自主學習單”的編寫誤區(qū)進行梳理并列舉,提出切實可行的應(yīng)用建議,幫助一線教師在應(yīng)用時有效避免誤區(qū),提供有效性的指導,切實提高“自主學習單”的應(yīng)用效果。第五部分是對“自主學習單”的反思與展望。這部分將以問卷調(diào)查和調(diào)查結(jié)果分析為研究內(nèi)容,旨在通過調(diào)查來獲得師生使用“自主學習單”后的情況反饋,以此回頭審視“自主學習單”的在編寫與應(yīng)用過程中是否恰當、有效,總結(jié)得失,從而進一步修改完善,使“自主學習單”在教學中切實發(fā)揮作用,提高課堂效率,為一線教師培養(yǎng)學生的自主學習能力提供有效性指導。
[Abstract]:With the popularization of the teaching idea based on curriculum standard in the new curriculum reform, the self-study list, which is used to guide students to prepare effectively before class, is gradually implemented in the Chinese classroom of primary school. As an important carrier of effective classroom and "grab hand", it has positive significance to promote students to realize independence, cooperation and inquiry learning. In view of the fact that in order to improve the students' autonomous learning ability, each discipline in the middle school uses the "guiding plan" more often, but it pays more attention to the guiding function but neglects the evaluation function, and pays more attention to the pre-class study while neglects the in-class guidance, so, In order to better reflect the teaching idea of classroom multi-evaluation and "goal-process-evaluation" based on curriculum standards, this paper studies the compilation and application of "self-regulated learning list" in primary school Chinese teaching in order to improve the classroom efficiency. Promote students' autonomy, cooperation, and explore the effective way of learning. This paper consists of four parts. The first part is the introduction. First of all, this paper introduces the reason, purpose and significance of the research, then reviews the domestic and foreign scholars' research on "study list" through literature review, and finally introduces and explains the main research contents and research methods of this paper. The second part is to explain the connotation of "self-regulated learning list". This paper will first define the concept of "autonomous learning list", and use the concept of autonomous learning and teaching based on curriculum standards to assist in understanding; Then the characteristics and functions of "autonomous learning list" are combed, and its type and composition are described, so that the concept of "autonomous learning list" is more clear. The third part will focus on the strategy of "self-regulated learning list". This paper will start with the basis and principle of "autonomous learning list", refine the standard of standardized and effective writing to guide teachers to compile, and measure the compiling quality of "autonomous learning list". Then, the paper will elaborate the writing method in detail and separately, supplemented by examples, so that the compiling process of "self-regulated learning list", the composition of elements, and the type difference are more intuitionistic. Finally, the research will also sort out the mistakes that are easy to enter in the compilation of "self-regulated learning list", and put forward some reasonable suggestions for teachers to write and design, so as to improve the quality of writing. The fourth part will focus on the application strategy of "self-regulated learning list" in teaching. At first, the paper focuses on the three application links of "self-regulated Learning list", namely, pre-class study, classroom learning and after-class evaluation, and expounds the concrete methods in each link. At the same time, the paper also combs and enumerates the mistakes in the preparation of "self-regulated Learning list", and puts forward practical application suggestions to help front-line teachers to effectively avoid misunderstandings and provide effective guidance in the application of "self-regulated Learning list". Improve the application effect of "self-regulated learning list". The fifth part is the reflection and prospect of "self-regulated learning list". This part will take the questionnaire survey and the survey result analysis as the research content, aims to obtain the teacher and student after using the "autonomous learning list" the situation feedback through the survey, so as to review whether the "autonomous learning list" in the process of preparation and application is appropriate. Effective, sum up gains and losses, so as to further modify and perfect, so that "independent learning list" in teaching to play a real role, improve classroom efficiency, for the front-line teachers to cultivate students' autonomous learning ability to provide effective guidance.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.2
本文編號：2449344
[Abstract]:With the popularization of the teaching idea based on curriculum standard in the new curriculum reform, the self-study list, which is used to guide students to prepare effectively before class, is gradually implemented in the Chinese classroom of primary school. As an important carrier of effective classroom and "grab hand", it has positive significance to promote students to realize independence, cooperation and inquiry learning. In view of the fact that in order to improve the students' autonomous learning ability, each discipline in the middle school uses the "guiding plan" more often, but it pays more attention to the guiding function but neglects the evaluation function, and pays more attention to the pre-class study while neglects the in-class guidance, so, In order to better reflect the teaching idea of classroom multi-evaluation and "goal-process-evaluation" based on curriculum standards, this paper studies the compilation and application of "self-regulated learning list" in primary school Chinese teaching in order to improve the classroom efficiency. Promote students' autonomy, cooperation, and explore the effective way of learning. This paper consists of four parts. The first part is the introduction. First of all, this paper introduces the reason, purpose and significance of the research, then reviews the domestic and foreign scholars' research on "study list" through literature review, and finally introduces and explains the main research contents and research methods of this paper. The second part is to explain the connotation of "self-regulated learning list". This paper will first define the concept of "autonomous learning list", and use the concept of autonomous learning and teaching based on curriculum standards to assist in understanding; Then the characteristics and functions of "autonomous learning list" are combed, and its type and composition are described, so that the concept of "autonomous learning list" is more clear. The third part will focus on the strategy of "self-regulated learning list". This paper will start with the basis and principle of "autonomous learning list", refine the standard of standardized and effective writing to guide teachers to compile, and measure the compiling quality of "autonomous learning list". Then, the paper will elaborate the writing method in detail and separately, supplemented by examples, so that the compiling process of "self-regulated learning list", the composition of elements, and the type difference are more intuitionistic. Finally, the research will also sort out the mistakes that are easy to enter in the compilation of "self-regulated learning list", and put forward some reasonable suggestions for teachers to write and design, so as to improve the quality of writing. The fourth part will focus on the application strategy of "self-regulated learning list" in teaching. At first, the paper focuses on the three application links of "self-regulated Learning list", namely, pre-class study, classroom learning and after-class evaluation, and expounds the concrete methods in each link. At the same time, the paper also combs and enumerates the mistakes in the preparation of "self-regulated Learning list", and puts forward practical application suggestions to help front-line teachers to effectively avoid misunderstandings and provide effective guidance in the application of "self-regulated Learning list". Improve the application effect of "self-regulated learning list". The fifth part is the reflection and prospect of "self-regulated learning list". This part will take the questionnaire survey and the survey result analysis as the research content, aims to obtain the teacher and student after using the "autonomous learning list" the situation feedback through the survey, so as to review whether the "autonomous learning list" in the process of preparation and application is appropriate. Effective, sum up gains and losses, so as to further modify and perfect, so that "independent learning list" in teaching to play a real role, improve classroom efficiency, for the front-line teachers to cultivate students' autonomous learning ability to provide effective guidance.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.2
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