基于学生主体教学理念的高中语文阅读教学设计研究

发布时间：2018-03-16 22:35

本文选题：主体　切入点：主体教学　出处：《广西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：主体性教学自20世纪70年代末引进我国以来,便成为了教育研究的热点问题之一,并且日益受到越来越多的教育研究工作者的关注。语文教学设计是语文教师对学习者主体进行教学的一个重要环节,对教学活动起着重要作用。语文教学设计是否成功,直接关系到语文课堂教学的有效性。学生主体教学理念作为新课程标准的核心理念之一,是时代变革与社会发展中对“一切为了学生,为了一切学生,为了学生的一切”的教学理念的彰显。以学生主体教学理念而进行的阅读教学设计,将逐渐走进一线教师的视野并指导着语文课堂教学设计的实践,为构建新的教学形态,给当前活跃于教育一线上的教育工作者设计者极大的启发和指导意义。本研究主要采取文献研究、课堂观察和案例分析等研究方法,按照理论阐述、案例研究、现状分析、表现形式、实施策略以及反思等逻辑思维对课题进行研究。全文大致可分为五个部分：第一部分主要是对学生主体性教学设计进行本体论上的理论阐释,分析了学生主体性教学理念在高中语文阅读教学设计中的表现形态,主体性教学以及学生主体性教学设计理念的教学设计的内涵。提出主体性教学是一种高度关注学习者主动学习的教学理念,指出在新课程提出“学生是学习的主体”、“学生是语文学习的主体”的教育理念下,高中语文阅读教学设计是以学生的主体性地位、以学生的“学”为核心终极目标,以建构主义认知理论、对话理论和人本主义教育理论等作为理论基础,并且围绕着学生的“学”而进行的阅读教学设计。第二部分主要对当前高中语文教学设计的现状、所取得的成绩以及对存在问题的原因进行分析。首先在结合具体的教学设计案例从教学目标、教学内容、教学过程以及师生关系四个方面去分析学生主体教学理念给阅读教学设计带来的转变。然后揭露并分析语文阅读教学设计中暴露出来的问题,以及在学生主体教学理念指导下出现的教学设计实践误区。第三部分重点分析学生主体性教学理念在高中语文阅读教学设计中的表现,主要从五个方面入手：对学生的学情分析、教学目标设计的的整合化、教学内容设计的层次性、教学过程设计的有效预设以及教学评价设计的多元化,在此基础上提出学生主体教学理念在高中语文阅读教学设计中具有参与性、动态性、情境性以及适应性等特点。第四部分主要探讨在学生主体教学理念指导下的高中语文阅读教学设计研究的实施原则、实施策略及在具体实施过程中的局限性。实施原则可以从自主性原则、开放性原则、探究性原则和合作性原则五个方面着手,而实施策略可以从师生角色互换的“翻转课堂”教学模式的合理运用、体现学生主体参与性体验的多向互动阅读教学设计和贯穿师生“交互主体关系”的双向对话的阅读教学设计三个方面去进行阐述。第五部分是对基于学生主体教学理念的高中语文阅读教学设计的反思,分析为何存在不以学生为主体而进行的教学设计的原因以及要警惕教师在高中语文阅读教学设计中的技术主义倾向和拒绝教师在高中语文阅读教学设计中的政治本位语感等三个方面去对当前在学生主体教学理念下去进行的阅读教学设计进行审视。
[Abstract]:The main teaching since the end of 1970s the introduction of China, in order to become one of the hot issues of educational research, and has attracted more and more attention of research workers in education. Chinese teaching is an important part of Chinese teachers to teach learners, plays an important role in teaching activities. Teaching design is successful that is directly related to the effectiveness of Chinese classroom teaching. Students' teaching philosophy as one of the core concept of the new curriculum standard, is the era of change and social development of "all for students, for all students, in order to highlight all of the students" teaching ideas and teaching design of reading to the students. The teaching idea of practice, will gradually into the teachers' view and guide Chinese teaching design, build a new form of teaching, to the current active in Education The frontline educators designers great inspiration and guidance. This research mainly adopts literature research method, classroom observation and case analysis, according to the theory, case study, analysis of the status quo, forms, strategies and reflection of logical thinking to do research on the subject. The full text can be divided into five parts: the first the main part is the theoretical interpretation on the ontology of student oriented teaching design, analyzes the student oriented teaching concept in the design of reading teaching forms in high school Chinese teaching, the connotation of design subject teaching and student oriented teaching design idea. This subject teaching is a highly active learners attention study of teaching philosophy, and points out that in the new curriculum of "students are the subject of learning", "students are the subject of Chinese learning. The concept of education, high school language The reading teaching design is based on the subject position of students, students "learning" as the core of the ultimate goal, based on constructivist cognitive theory, dialogue theory and humanistic education theory as the theoretical basis, and around the reading teaching design of students "study". The second part focuses on the current situation of senior high school Chinese teaching design, achievements and analyze the causes of the problems. The first case of instructional design in combination with the specific teaching from the teaching objectives, content, teaching process and teacher-student relationship in four aspects to analyze the transformation of teaching design brings to reading teaching ideas. Then students subject to expose and analysis exposed Teaching design the problems in Chinese reading, and appear in the students' subject teaching under the guidance of the concept of practice teaching design mistakes. The third part focuses on the analysis of students' subjectivity in teaching physics Read the reading teaching in the design of performance in the high school language, mainly from five aspects: the analysis of student learning, teaching goal design integration, hierarchical design of teaching content, teaching process design of effective design and diversified teaching evaluation design, based on students' teaching idea of reading teaching design with the participation of the dynamic characteristics in the high school language, situational and adaptability. The fourth part focuses on guiding students subject teaching under the concept of high school Chinese reading teaching design research implementation principle, implementation strategy and in the process of implementing the specific limitations. The implementation principle from the principle of autonomy, the principle of openness. Five aspects of principle and the principle of cooperation on transport and reasonable implementation strategies can be exchanged from the role of teachers and students "flipped classroom teaching mode, reflected The students' participation in the interactive experience of reading teaching through teachers and students "interaction design and the relationship between the main" two-way dialogue reading teaching design three aspects to elaborate. The fifth part is the main body of students teaching high school Chinese reading teaching design based on the reflection, analysis of reasons why the teaching design is student-centered and and the teachers in the high school Chinese reading to guard against the tendency of technology in the teaching design and to three aspects of teachers in the high school Chinese Reading Teaching in the design of political standard language to look at the current students teaching ideas on teaching design of reading.

【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.33

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