基于促進學生深度學習的初中文言散文教學研究
發(fā)布時間：2018-09-04 14:25
【摘要】：深度學習是近年來研究的一個熱點話題,它符合我國對未來人才的培養(yǎng)要求,而文言散文的教學又是語文教學中重要的組成部分,體現(xiàn)著工具性和人文性的統(tǒng)· 一,并且初中是學生從剛剛接觸文言散文到掌握基本及重點文言知識的關鍵時期,因此,促進學生深度學習文言散文具有重要的現(xiàn)實和指導意義。本篇論文首先從深度學習入手,從理論上探討了深度學習的內涵和特征,以及學生深度學習的能力和表現(xiàn);接著,以深度學習的內涵特征為評價標準,分析了中學文言散文教學的現(xiàn)狀;針對文言散文的教材選編和教學中存在的問題,以及深度學習的三個特征,嘗試提出促進學生深度學習文言散文的教學策略。在加強學生的理解方面,可以采用路徑思維的導學方法,運用過程分析、因果分析和構成分析來理清作者的寫作思路和行文脈絡;在促進學生反思方面,可以采取基于問題的學習,對學生及時反饋和評價,促進學生的元認知能力,對學習方式、過程及結果等進行反思;在培養(yǎng)學生整合能力方面,課內教師要注重文言文和白話文的共同點和一貫性,帶領學生探究原型意象,從宏觀上把握中華傳統(tǒng)文化;課外學校和教師可以根據(jù)學生興趣和特點開設校本課程,也可以根據(jù)當?shù)氐奈幕Y源設計中長期的項目,讓學生自行組隊、探究、匯報。
[Abstract]:Deep learning is a hot topic in recent years, which accords with the requirement of cultivating talents in the future in our country. The teaching of classical prose is an important part of Chinese teaching, which embodies the unity of instrumentality and humanism. And junior middle school is the key period for students to learn the basic and key classical Chinese knowledge from just contact with classical Chinese prose. Therefore, it is of great practical and guiding significance to promote students to learn classical Chinese prose in depth. This thesis begins with the deep learning, discusses the connotation and characteristics of the deep learning, and the ability and performance of the students' deep learning, and then takes the connotation characteristics of the deep learning as the evaluation standard. This paper analyzes on the present situation of the teaching of classical Chinese prose in middle schools, aiming at the problems existing in the textbook selection and teaching of classical Chinese prose, as well as the three characteristics of deep learning, tries to put forward teaching strategies to promote the students' in-depth learning of classical Chinese prose. In the aspect of strengthening students' understanding, we can use the guiding method of path thinking, using process analysis, causality analysis and composition analysis to clarify the author's writing ideas and lines of writing, and to promote the students' reflection. We can adopt problem-based learning, timely feedback and evaluation of students, promote students' metacognitive ability, reflect on learning style, process and results, and train students' integration ability. Teachers in class should pay attention to the common ground and consistency of classical Chinese and vernacular writing, lead students to explore the prototype image, grasp Chinese traditional culture from a macro perspective; extracurricular schools and teachers can offer school-based courses according to students' interests and characteristics. We can also design medium-and-long-term projects according to local cultural resources, let students form teams, explore, report.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.3
本文編號：2222422
[Abstract]:Deep learning is a hot topic in recent years, which accords with the requirement of cultivating talents in the future in our country. The teaching of classical prose is an important part of Chinese teaching, which embodies the unity of instrumentality and humanism. And junior middle school is the key period for students to learn the basic and key classical Chinese knowledge from just contact with classical Chinese prose. Therefore, it is of great practical and guiding significance to promote students to learn classical Chinese prose in depth. This thesis begins with the deep learning, discusses the connotation and characteristics of the deep learning, and the ability and performance of the students' deep learning, and then takes the connotation characteristics of the deep learning as the evaluation standard. This paper analyzes on the present situation of the teaching of classical Chinese prose in middle schools, aiming at the problems existing in the textbook selection and teaching of classical Chinese prose, as well as the three characteristics of deep learning, tries to put forward teaching strategies to promote the students' in-depth learning of classical Chinese prose. In the aspect of strengthening students' understanding, we can use the guiding method of path thinking, using process analysis, causality analysis and composition analysis to clarify the author's writing ideas and lines of writing, and to promote the students' reflection. We can adopt problem-based learning, timely feedback and evaluation of students, promote students' metacognitive ability, reflect on learning style, process and results, and train students' integration ability. Teachers in class should pay attention to the common ground and consistency of classical Chinese and vernacular writing, lead students to explore the prototype image, grasp Chinese traditional culture from a macro perspective; extracurricular schools and teachers can offer school-based courses according to students' interests and characteristics. We can also design medium-and-long-term projects according to local cultural resources, let students form teams, explore, report.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.3
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