本文選題：語(yǔ)文綜合性學(xué)習(xí)　切入點(diǎn)：敦化市第一中學(xué)　出處：《延邊大學(xué)》2017年碩士論文

【摘要】："綜合性學(xué)習(xí)"是一種特殊的語(yǔ)文學(xué)習(xí)領(lǐng)域,它完全打破了時(shí)間、空間和資源的限制,豐富了學(xué)習(xí)內(nèi)容和學(xué)習(xí)途徑,將教與學(xué)的著眼點(diǎn)從"重結(jié)果"轉(zhuǎn)移到"重過(guò)程"上,這體現(xiàn)了課程標(biāo)準(zhǔn)的基本理念和核心目標(biāo),成為新課程背景下語(yǔ)文課堂的亮點(diǎn)。《全日制義務(wù)教育語(yǔ)文課程標(biāo)準(zhǔn)(2011年版)》指出,初中階段的語(yǔ)文綜合性學(xué)習(xí),目的在于引導(dǎo)學(xué)生在"自主、合作、探究"的學(xué)習(xí)方式中形成主動(dòng)學(xué)習(xí)、積極參與的求知意識(shí),促進(jìn)學(xué)生在語(yǔ)文內(nèi)部綜合,學(xué)科之間綜合中實(shí)現(xiàn)多種能力的提升,在語(yǔ)文與生活中實(shí)現(xiàn)學(xué)生創(chuàng)新精神、實(shí)踐精神的培養(yǎng)。敦化市第一中學(xué)是一所歷史悠久,師資力量較強(qiáng)、綜合性學(xué)習(xí)開(kāi)展較早的初級(jí)中學(xué),具有典型性和代表性。該校語(yǔ)文綜合性學(xué)習(xí)的開(kāi)展轉(zhuǎn)變了教師的教學(xué)觀念,提升了教師的綜合素養(yǎng),尊重了學(xué)生的主體地位,豐富了學(xué)生的實(shí)踐經(jīng)驗(yàn),并提高了學(xué)生的創(chuàng)新意識(shí),從而取得了較好的成績(jī)。然而,在實(shí)施的過(guò)程中也存在著一定問(wèn)題,師生雙方在綜合性學(xué)習(xí)過(guò)程中角色定位不夠明確,教師對(duì)資源開(kāi)發(fā)不夠充分,學(xué)生的活動(dòng)形式不夠豐富以及教師的評(píng)價(jià)方式不夠完善。針對(duì)敦化市第一中學(xué)語(yǔ)文綜合性學(xué)習(xí)的教學(xué)現(xiàn)狀,學(xué)校應(yīng)從以下幾個(gè)方面進(jìn)行改進(jìn):首先,要樹(shù)立新型語(yǔ)文課程理念,應(yīng)提高教師自身的專業(yè)素養(yǎng),改變學(xué)生陳舊的學(xué)習(xí)方式;其次,要開(kāi)展多姿多彩的語(yǔ)文綜合性學(xué)習(xí)活動(dòng),如廣泛聯(lián)系社會(huì)生活、整合多種學(xué)科資源、帶領(lǐng)學(xué)生走進(jìn)情感世界、促進(jìn)學(xué)生多種能力提高;第三,采取多種多樣的教學(xué)策略。如點(diǎn)面結(jié)合策略、專兼結(jié)合策略、動(dòng)靜結(jié)合策略、單多結(jié)合策略;最后,構(gòu)建切實(shí)有效的評(píng)價(jià)體制,使評(píng)價(jià)方式多樣化、評(píng)價(jià)主體多元化、評(píng)價(jià)結(jié)點(diǎn)過(guò)程化。敦化市第一中學(xué)在實(shí)施教學(xué)過(guò)程中立足于語(yǔ)文綜合性學(xué)習(xí)的特點(diǎn),力圖打通語(yǔ)文課堂內(nèi)外、學(xué)科之間的聯(lián)系,建立綜合知識(shí)體系,讓學(xué)習(xí)深入生活、融入生活,從而改善當(dāng)前該校語(yǔ)文綜合性學(xué)習(xí)教學(xué)現(xiàn)狀的不足,實(shí)現(xiàn)語(yǔ)文課程向"理想課程"、"實(shí)踐課程"的轉(zhuǎn)變。
[Abstract]:"Comprehensive learning" is a special field of Chinese learning. It completely breaks the limitation of time, space and resources, enriches the learning contents and learning approaches, and shifts the focus of teaching and learning from "emphasizing results" to "emphasizing process". This reflects the basic idea and core goal of the curriculum standard and becomes the highlight of the Chinese classroom under the background of the new curriculum. The Chinese Curriculum Standard for Full-time compulsory Education (2011 Edition) points out that comprehensive Chinese learning in the junior middle school stage, The purpose of this paper is to guide students to form the awareness of active learning and active participation in the study of "autonomy, cooperation and inquiry", and to promote the students' ability to improve their abilities in the process of language integration and inter-discipline integration. The first middle school in Dunhua City is a junior middle school with a long history, strong teachers and early comprehensive learning. The development of comprehensive Chinese learning in this school has changed the teachers' teaching concept, promoted the teachers' comprehensive accomplishment, respected the main position of the students, and enriched the students' practical experience. However, in the process of implementation, there are some problems, the roles of both teachers and students in the comprehensive learning process is not clear enough, the teacher is not sufficient in the development of resources. The form of students' activities is not rich enough and the evaluation method of teachers is not perfect enough. In view of the present teaching situation of comprehensive Chinese learning in the first middle school of Dunhua, the school should improve from the following aspects: first, to set up a new concept of Chinese curriculum, We should improve teachers' professional accomplishment and change students' old learning methods. Secondly, we should carry out colorful and comprehensive Chinese learning activities, such as extensive contact with social life, integration of multi-disciplinary resources, and lead students into the emotional world. Third, adopt a variety of teaching strategies, such as point-to-face combination strategy, special and combined strategy, static and dynamic combination strategy, single multi-combination strategy; finally, build a practical and effective evaluation system. The first middle school of Dunhua city is based on the characteristics of comprehensive Chinese learning in the process of implementing the teaching, trying to make the connection between the subjects inside and outside the Chinese classroom, and between the subjects, in order to diversify the evaluation methods, the main body of evaluation and the process of evaluation node. It is necessary to establish a comprehensive knowledge system to make the study go deep into life and integrate it into life, so as to improve the present situation of Chinese comprehensive learning and teaching in this school, and to realize the transformation from Chinese curriculum to "ideal course" and "practical course".
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3

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