本文選題：初中語文教學(xué) + 賞識(shí)教育　； 參考：《曲阜師范大學(xué)》2017年碩士論文

【摘要】：應(yīng)試教育是以分?jǐn)?shù)論成敗、急功近利的教育。在應(yīng)試教育體制下,過分強(qiáng)調(diào)教師為主體,于是教學(xué)變成了枯燥的知識(shí)傳授的過程,學(xué)生的主體性被忽視,學(xué)生學(xué)習(xí)變成了填鴨式的接受過程。只追求分?jǐn)?shù)的應(yīng)試教育,造就了一批高分?jǐn)?shù)、低能力的應(yīng)試機(jī)器,這違背了教育的初衷。而教育的目的是促進(jìn)學(xué)生的全面健康發(fā)展,賞識(shí)教育是以人為本,以愛為前提條件,用賞識(shí)的眼光挖掘?qū)W生一切潛能以滿足學(xué)生內(nèi)心深處對(duì)愛、尊重、渴望的需求為核心,從而促進(jìn)學(xué)生全面發(fā)展的教育。新一輪的語文課程改革對(duì)語文課程的性質(zhì)做了明確規(guī)定,工具性與人文性的統(tǒng)一,是語文課程的基本特點(diǎn)。所以說,語文學(xué)科是富有人文內(nèi)涵的,語文教育教學(xué)要堅(jiān)持以人為本,要關(guān)注學(xué)生的內(nèi)在情感,尊重學(xué)生的主體地位,尊重學(xué)生在語文學(xué)習(xí)過程中的獨(dú)特體驗(yàn)。在語文教學(xué)中運(yùn)用賞識(shí)教育理念具有獨(dú)特的優(yōu)勢(shì),本文研究的重點(diǎn)是如何將賞識(shí)教育理念與語文教學(xué)相融合,運(yùn)用賞識(shí)教育理念嘗試賞識(shí)每一位學(xué)生,以此來促進(jìn)學(xué)生個(gè)性化的發(fā)展同時(shí)促進(jìn)學(xué)生的全面健康發(fā)展。論文正文主要分為以下幾個(gè)方面:第一部分重點(diǎn)闡述了賞識(shí)教育的概論、相關(guān)的理論基礎(chǔ),正確把握賞識(shí)教育的本質(zhì)內(nèi)涵是在教育教學(xué)中有效運(yùn)用的前提,并分析了在語文教學(xué)中運(yùn)用賞識(shí)教育的重要意義:有助于激發(fā)學(xué)生興趣,提高自信心;有助于挖掘?qū)W生潛能,提高語文素養(yǎng);有助于良好習(xí)慣的養(yǎng)成,發(fā)展學(xué)生個(gè)性。第二部分,課題研究現(xiàn)狀分析總結(jié),通過對(duì)學(xué)生問卷、教師問卷以及訪談問卷的數(shù)據(jù)分析,發(fā)現(xiàn)目前賞識(shí)教育理念在初中語文教學(xué)運(yùn)用過程中存在的問題,并對(duì)其進(jìn)行了有針對(duì)性地分析闡述。第三部分,根據(jù)現(xiàn)狀分析的結(jié)果,提出在語文教學(xué)中具體運(yùn)用賞識(shí)教育理念的實(shí)施措施,主要從閱讀、寫作兩個(gè)方面展開。閱讀教學(xué)方面包括利用文本資源,賞識(shí)學(xué)生的自主性解讀;營(yíng)造和諧的氛圍,挖掘賞識(shí)學(xué)生因素;尊重學(xué)生的個(gè)性差異,做到因材施賞三個(gè)方面。作文教學(xué)方面包括注重課外練筆,鼓勵(lì)放膽為文;及時(shí)精當(dāng)點(diǎn)評(píng),肯定創(chuàng)造成果;傾注愛心,寄予厚望;評(píng)價(jià)主體多元參與,自評(píng)、互評(píng)、師評(píng)一體化相結(jié)合四個(gè)方面。最后一部分,闡述了在運(yùn)用賞識(shí)教育理念中應(yīng)當(dāng)注意的問題。提高教師自身素養(yǎng),嘗試賞識(shí)每一個(gè)學(xué)生;堅(jiān)持賞識(shí)與批評(píng)的辯證統(tǒng)一,賞識(shí)要有“度”;賞識(shí)教育要有耐心,持之以恒。另外,學(xué)校教育還要與家庭、社會(huì)教育相結(jié)合,共同促進(jìn)賞識(shí)教育理念在教育教學(xué)中發(fā)揮更大的功效。綜合看來,要想使賞識(shí)教育理念能夠真正地在初中語文教學(xué)中有效落實(shí),還需要每一位一線語文教育工作者的實(shí)踐與努力。
[Abstract]:Examination-oriented education is a kind of education based on the theory of success and success. Under the exam-oriented education system, too much emphasis is placed on teachers, so teaching becomes a dull process of knowledge imparting, students' subjectivity is ignored, and students' learning becomes a spoon-feeding process. The test-oriented education which only pursues scores creates a group of high-score and low-ability examiners, which is contrary to the original intention of education. The purpose of education is to promote the students' overall and healthy development. Appreciation education is people-oriented, with love as the prerequisite, exploring all the potential of students with appreciative eyes to satisfy the students' inner needs of love, respect and desire. Thus to promote the all-round development of the education of students. The new round of Chinese curriculum reform has clearly stipulated the nature of Chinese curriculum. The unity of instrumentality and humanism is the basic characteristic of Chinese curriculum. Therefore, the subject of Chinese is full of humanistic connotation, Chinese education and teaching should adhere to people-oriented, pay attention to students' inner feelings, respect the main position of students, respect the unique experience of students in the process of Chinese learning. The application of the concept of appreciation education in Chinese teaching has its unique advantages. The emphasis of this study is how to combine the concept of appreciation education with Chinese teaching, and try to appreciate every student by using the concept of appreciation education. In order to promote the individual development of students and promote the overall healthy development of students. The main body of the paper is divided into the following aspects: the first part focuses on the introduction of appreciation education, related theoretical basis, correctly grasp the essence of appreciation education is the premise of effective use in education and teaching. It also analyzes the significance of applying appreciation education in Chinese teaching: it helps to stimulate students' interest and improve their self-confidence; it helps to tap students' potential and improve their Chinese literacy; it helps to cultivate good habits and develop students' personality. The second part, the research situation analysis summary, through the student questionnaire, the teacher questionnaire and the interview questionnaire data analysis, discovers the present appreciation education idea in the junior middle school Chinese teaching process existence question. And it has carried on the pertinence analysis elaboration. The third part, according to the analysis of the present situation, puts forward the implementation measures of applying the concept of appreciation education in Chinese teaching, mainly from two aspects: reading and writing. Reading teaching includes using text resources, appreciating students' autonomy to interpret; creating harmonious atmosphere, excavating students' factors; respecting students' personality differences and giving rewards for materials. Composition teaching includes paying attention to extracurricular practice of writing, encouraging bold writing; timely and accurate comments, positive results; devotion of love, high expectations; multiple participation of evaluation subjects, self-evaluation, mutual evaluation, integration of teacher evaluation and integration of four aspects. In the last part, the author expounds the problems that should be paid attention to in the application of the concept of appreciation education. To improve teachers' own quality, try to appreciate every student; insist on dialectical unity of appreciation and criticism, appreciate must have "degree"; appreciation education should be patient and persevering. In addition, school education should be combined with family and social education to promote the concept of appreciation education to play a greater role in education and teaching. In a word, if we want to make the concept of appreciation education effective in junior middle school Chinese teaching, we still need the practice and effort of every first-line Chinese educator.
【學(xué)位授予單位】：曲阜師范大學(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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本文編號(hào)：1960238