初中語文課堂閱讀教學(xué)“課眼”設(shè)計研究
發(fā)布時間：2018-10-19 13:50
【摘要】：高效課堂要求師生以盡可能少的時間、精力和物力的投入,取得教學(xué)效率的最大化和教學(xué)效益的最優(yōu)化。在初中語文課堂閱讀教學(xué)中,高效課堂就意味著教師要在有限的教學(xué)時間里引導(dǎo)學(xué)生與文本進行既有深度又有廣度的對話。對話的展開需要一個切入口,也需要一個聚焦點,否則,盲目、分散的對話不能給學(xué)生理解和感悟文本提供正確的路徑。而“課眼”就是學(xué)生與文本對話的切入口和聚焦點,引導(dǎo)學(xué)生由正確的路徑走進文本,走近作者、走向自我。因此,設(shè)計合理而精彩的“課眼”,有利于學(xué)生高效理解和感悟文本,對提高課堂閱讀教學(xué)的有效性有重要的意義。本文運用文獻綜述法從“課眼”的理論探究、“課眼”的實踐研究、“課眼”的反思以及“課眼”的課例研究四個方面整理和評述了相關(guān)文獻。發(fā)現(xiàn)關(guān)于“課眼”在教育教學(xué)理論的定性研究及教學(xué)實踐的定量研究方面均有待深入,而關(guān)于“課眼”的研究多是單篇論文,因此本文力求從定性和定量兩方面,運用問卷調(diào)查法與案例分析法,全方位、系統(tǒng)化地研究“課眼”,為“課眼”設(shè)計尋求學(xué)理依據(jù)和應(yīng)用指導(dǎo)。論文主要分為以下幾部分:第一部分,闡述論文的選題意義、文獻綜述、研究方法及相關(guān)界定說明,引出“初中語文課堂閱讀教學(xué)‘課眼’設(shè)計”的論題。第二部分,對初中語文課堂閱讀教學(xué)存在的問題及成因進行探討。通過對初中語文課堂閱讀教學(xué)現(xiàn)狀進行問卷調(diào)查,發(fā)現(xiàn)在學(xué)生、教師和教學(xué)過程三個方面存在問題,并從教師對新課改理念的落實情況、課堂教學(xué)的設(shè)計情況、教師的文本解讀情況、教師對學(xué)情的關(guān)注情況四個方面進行歸因分析。進一步強調(diào)“課眼”設(shè)計的實踐意義。第三部分,為“課眼”設(shè)計尋求理論依據(jù)與原則指導(dǎo)。根據(jù)貝塔朗菲的系統(tǒng)理論,“課眼”設(shè)計要遵循整體性原則;根據(jù)布魯納的認知教學(xué)理論,“課眼”設(shè)計要遵循目的性原則;根據(jù)巴班斯基的教學(xué)過程最優(yōu)化理論,“課眼”設(shè)計要遵循適用性原則;根據(jù)羅杰斯的人本主義學(xué)習(xí)理論,“課眼”設(shè)計要遵循發(fā)展性原則。第四部分,針對初中語文課堂閱讀教學(xué)存在的問題及成因分析,本文通過提供一些具體的“課眼”設(shè)計策略,來解決相關(guān)的問題。主要從以下三方面進行研究。第一,發(fā)現(xiàn)“課眼”時,要樹立整體意識,根據(jù)連綴全課的教學(xué)活動或是貫穿全文的線索來設(shè)計“課眼”;第二,充實“課眼”時,要解讀文本內(nèi)涵,在探討關(guān)鍵詞內(nèi)涵和品析語言特色的過程中設(shè)計“課眼”;第三,反思“課眼”時,要注重學(xué)生體驗,以培養(yǎng)學(xué)生自學(xué)能力和關(guān)注學(xué)生情感體驗為目標設(shè)計“課眼”。第五部分,總結(jié)全文,提煉觀點。
[Abstract]:Efficient classroom requires teachers and students to invest as little time, energy and material resources as possible to maximize teaching efficiency and optimize teaching efficiency. In the middle school Chinese classroom reading teaching, the efficient classroom means that the teacher should guide the students to have a deep and wide dialogue with the text in the limited teaching time. Dialogue needs a portal and a focus, otherwise, blind and scattered dialogue can not provide a correct path for students to understand and understand the text. The "teaching eye" is the entrance and focus of the dialogue between the students and the text, leading the students from the correct path to the text, approaching the author and moving towards the self. Therefore, it is of great significance to design a reasonable and wonderful "lesson eye" for students to understand and understand the text efficiently and to improve the effectiveness of classroom reading teaching. In this paper, literature review is used to study the theory of "lesson eye", the practical study of "lesson eye", the reflection of "lesson eye" and the lesson case study of "lesson eye". It is found that the qualitative study of educational theory and the quantitative study of teaching practice need to be further explored, while the study on "lesson eye" is mostly a single paper, so this paper tries to make an effort in both qualitative and quantitative aspects. By using the method of questionnaire and case analysis, this paper studies the "lesson eye" in an all-round and systematic way, and seeks the theoretical basis and application guidance for the design of "lesson eye". The thesis is mainly divided into the following parts: the first part describes the significance of the topic, literature review, research methods and related definitions, leading to the topic of "the design of classroom reading teaching in junior middle school". The second part discusses the problems and causes of Chinese reading teaching in junior middle school. Through the questionnaire survey on the present situation of Chinese reading teaching in junior middle school, the author finds that there are some problems in three aspects: students, teachers and teaching process, and from the teachers' implementation of the new curriculum reform idea, the design of classroom teaching. Teachers' text interpretation and teachers' attention to learning situation are analyzed in four aspects: attribution analysis. Further emphasize the practical significance of the design of "lesson eye". The third part, seeks the theoretical basis and the principle instruction for the lesson eye design. According to Bettalonfeld's system theory, the design of "lesson eye" should follow the principle of integrity; according to Bruner's theory of cognitive teaching, the design of "lesson eye" should follow the principle of purpose; according to Barbanski's theory of optimization of teaching process, The design of "lesson eye" should follow the principle of applicability, and according to Rogers' theory of humanism, the design of "lesson eye" should follow the principle of development. The fourth part, in view of the junior middle school Chinese classroom reading teaching existence question and the cause analysis, this article through provides some concrete "lesson eye" the design strategy, solves the related question. Mainly from the following three aspects of research. First, when discovering a "lesson eye," we should set up an overall consciousness and design the "lesson eye" according to the teaching activities of the whole class or the clues running through the full text; second, when we enrich the "lesson eye," we should interpret the connotation of the text. In the process of discussing the connotation of key words and analyzing language characteristics, we should design "lesson eyes"; third, when we reflect on "lesson eyes", we should pay attention to students' experience and design "lesson eyes" with the aim of cultivating students' self-study ability and paying attention to students' emotional experience. The fifth part, summarizes the full text, refines the viewpoint.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.33
本文編號：2281316
[Abstract]:Efficient classroom requires teachers and students to invest as little time, energy and material resources as possible to maximize teaching efficiency and optimize teaching efficiency. In the middle school Chinese classroom reading teaching, the efficient classroom means that the teacher should guide the students to have a deep and wide dialogue with the text in the limited teaching time. Dialogue needs a portal and a focus, otherwise, blind and scattered dialogue can not provide a correct path for students to understand and understand the text. The "teaching eye" is the entrance and focus of the dialogue between the students and the text, leading the students from the correct path to the text, approaching the author and moving towards the self. Therefore, it is of great significance to design a reasonable and wonderful "lesson eye" for students to understand and understand the text efficiently and to improve the effectiveness of classroom reading teaching. In this paper, literature review is used to study the theory of "lesson eye", the practical study of "lesson eye", the reflection of "lesson eye" and the lesson case study of "lesson eye". It is found that the qualitative study of educational theory and the quantitative study of teaching practice need to be further explored, while the study on "lesson eye" is mostly a single paper, so this paper tries to make an effort in both qualitative and quantitative aspects. By using the method of questionnaire and case analysis, this paper studies the "lesson eye" in an all-round and systematic way, and seeks the theoretical basis and application guidance for the design of "lesson eye". The thesis is mainly divided into the following parts: the first part describes the significance of the topic, literature review, research methods and related definitions, leading to the topic of "the design of classroom reading teaching in junior middle school". The second part discusses the problems and causes of Chinese reading teaching in junior middle school. Through the questionnaire survey on the present situation of Chinese reading teaching in junior middle school, the author finds that there are some problems in three aspects: students, teachers and teaching process, and from the teachers' implementation of the new curriculum reform idea, the design of classroom teaching. Teachers' text interpretation and teachers' attention to learning situation are analyzed in four aspects: attribution analysis. Further emphasize the practical significance of the design of "lesson eye". The third part, seeks the theoretical basis and the principle instruction for the lesson eye design. According to Bettalonfeld's system theory, the design of "lesson eye" should follow the principle of integrity; according to Bruner's theory of cognitive teaching, the design of "lesson eye" should follow the principle of purpose; according to Barbanski's theory of optimization of teaching process, The design of "lesson eye" should follow the principle of applicability, and according to Rogers' theory of humanism, the design of "lesson eye" should follow the principle of development. The fourth part, in view of the junior middle school Chinese classroom reading teaching existence question and the cause analysis, this article through provides some concrete "lesson eye" the design strategy, solves the related question. Mainly from the following three aspects of research. First, when discovering a "lesson eye," we should set up an overall consciousness and design the "lesson eye" according to the teaching activities of the whole class or the clues running through the full text; second, when we enrich the "lesson eye," we should interpret the connotation of the text. In the process of discussing the connotation of key words and analyzing language characteristics, we should design "lesson eyes"; third, when we reflect on "lesson eyes", we should pay attention to students' experience and design "lesson eyes" with the aim of cultivating students' self-study ability and paying attention to students' emotional experience. The fifth part, summarizes the full text, refines the viewpoint.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.33
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