建构主义在高中美术欣赏课对话式教学中的应用探索

发布时间：2018-03-10 20:41

本文选题：建构主义　切入点：对话式教学　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：新一轮基础教育课程改革倡导学生主动参与、乐于探究、勤于动手,培养学生搜集和处理信息的能力,获取新知识的能力,分析和解决问题的能力以及交流与合作的能力,并将以往把学习者视为知识与技能的接受者转变为学习者当做积极的通过活动建构意义与关系的学习主体,体现了学习观念的真正转变。顺应新课改的趋势,对话式教学模式应运而生,并成为现行高中美术欣赏课的一种有效教学模式,但是我们也清楚地认识到其实施的过程中表现出来的一些问题,例如学生参与度不高,缺乏对话兴趣；课堂上与教师的对话互动也往往是个别学生的参与；教师控制对话,圈定范畴等。正是基于这些问题使得现行的高中美术欣赏课对话式教学实践很少能够真正帮助学生完成他们个人经验的意义建构。虽然有关对话式教学的研究很多,并且将其运用于高中美术欣赏课的研究也有不少理论和实践的探讨,但大多围绕着对话式教学本身的优越价值去论证提倡对话式美术教学的意义,而很少涉及其实践中存在的问题及解决策略的研究。因此探求解决高中美术欣赏课对话式教学中存在的问题,更好地发挥对话式教学的优越性,使其变得更为有意义,成为我们眼下关注的重点。本文综合运用文献查阅、教学实验、比较研究等方法,借鉴了建构主义理论的有关研究成果,对优化高中美术欣赏课对话式教学做出了分析与研究。在保留原有对话式教学优点的基础上,把握建构主义理论的精神内涵,对其如何在具体的对话式教学中展开趋于合理化应用,使得高中美术欣赏课对话式教学达到更有利于学生个人经验意义建构的目的,尝试新的探索。
[Abstract]:The new round of basic education curriculum reform advocates students' active participation, willingness to explore, diligent hands-on, training students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate. And the former regarded learners as the recipients of knowledge and skills as active subjects of learning to construct meaning and relationship through activities, which reflects the real change of learning concept and conforms to the trend of the new curriculum reform. The dialogue teaching model has emerged as the times require, and has become an effective teaching model for high school art appreciation. However, we also clearly recognize some problems in the process of its implementation, such as the low participation of students. Lack of interest in dialogue; interaction with teachers in the classroom is often also the participation of individual students; teachers control dialogue, It is precisely because of these problems that the current practice of conversational teaching in art appreciation classes in senior high schools can rarely really help students to complete the meaning construction of their personal experience. Although there are many studies on dialogue teaching, And applying it to the study of high school art appreciation also has a lot of theoretical and practical discussion, but mostly around the dialogue teaching itself superior value to demonstrate the significance of advocating dialogue art teaching. Therefore, it is necessary to explore and solve the problems existing in the dialogue teaching of art appreciation in senior high school, to give full play to the advantages of the dialogue teaching, and to make it more meaningful. This paper uses the methods of literature review, teaching experiment, comparative research and so on, and draws lessons from the relevant research results of constructivism theory. This paper makes an analysis and research on the optimization of dialogue teaching in high school art appreciation class. On the basis of retaining the advantages of the original dialogue teaching, it grasps the spiritual connotation of constructivism theory. How to carry out the rational application in the concrete dialogue teaching, make the dialogue teaching of the art appreciation course in high school reach the purpose that is more beneficial to the construction of the students' personal experience meaning, and try new exploration.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.955

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