中职院校语文教学生活化研究

发布时间：2018-05-24 05:10

本文选题：语文教学 + 中职院校语文　；参考：《西北农林科技大学》2015年硕士论文

【摘要】：语文的学习是伴随终身的,从咿呀学语到白发苍苍,我们都离不开语文这个交际的工具。语言文化的学习是我们语文学习的首要任务,作为语文素养的的积淀是要随着年纪的增长和社会时代的变迁不断更新和积累的。这不单单是要从课堂中去学习,更多的则是在生活中的实践。语文学习与生活密不可分。而语文作为一门学科,兼具人文性与工具性两大特点,也是需要将课堂教学与学生的语文生活状态结合起来,才能使语文这门学科的学习具备活力与生命力,也才能使学生实现“学以致用”。但是中职院校的语文教学现状令人担忧,笔者主要从学生和教师两方面阐述了中职语文教育存在的问题。针对这一现状笔者开始了语文教学生活化研究。首先从语文教学生活化的内涵特点谈起,再结合语文教学生活化的特点和笔者自身在中职院校的语文教学案例,对语文教学生活化做一些探索与研究。语文教学生活化是一种教学理念,提倡把生活与语文教学紧密结合起来。它也是一种教学方法,一种充分利用学生所拥有的资源,进行语文学习的方法。语文教学生活化充分尊重学生的主体性,以激发学生的生命活力。同时也丰富了语文学习的内容,把丰富多彩的生活内容引入到学习中,让学生在各种内容和方法的融合中学会融会贯通,扩充知识面,提高语文素养。学生的学习方式也得以转变,从单纯而单调的书本学习转向多变而精彩的的生活实际的学习。这就使得学习语文的时间与空间极大的扩充,不受课堂时间的约束,随时随地展开语文的学习。这样的语文学习对于即将踏厶社会的中职学生更为有效和有用。语文课程在中职的课程设置中,是基础文化课,与专业课程有着同等重要的地位。但是,在大部分中职学生的心里,是很轻视这门基础文化课的,对这门课程的学习是缺乏主动性与积极性的。针对于此,笔者从语文教学生活化的自身的特点入手展开探索,从人文性、开放性、整合性、情趣性、体验性、自主性六个方面展开论述。在人文性方面重点阐述语文教学生活化对学生个体生命的尊重;在开放性的论述上则是从人文环境、教学目标、教学内容、教学过程和教学评价五个方面展开。整合性从教学目标学习方式、课程资源和教学手段四方面展开。在实际的教学中,尝试运用这些理论去指导教学,也用实际的教学效果来验证这些理论是否具有可操作性,答案是肯定的。可是,任何一种教学理念都不可能适用于所有的老师或是学生,任何一种方法也不是万能的,因此今后在教学中,会继续的完善这一理论,改进这个方法,使之更适合学生的实际,也更能使语文教学充满活力,吸引学生,最终全面提高学生的语文素养。
[Abstract]:Chinese learning is accompanied by lifelong, from babbling to white-haired, we can not do without Chinese as a tool of communication. The study of language and culture is the primary task of our language learning. As the accumulation of Chinese literacy, it is necessary to update and accumulate with the age and the change of the social times. This is not only to learn from the classroom, but also to practice in life. Chinese learning and life are inseparable. As a subject, Chinese has both the characteristics of humanism and instrumentality. It is also necessary to combine classroom teaching with students' living conditions in order to make the study of Chinese have vitality and vitality. It is also possible for students to realize "using what they have learned". However, the current situation of Chinese teaching in secondary vocational colleges is worrying. The author mainly expounds the problems in secondary vocational Chinese education from two aspects: students and teachers. In view of this situation, the author began to study the life of Chinese teaching. First of all, from the Chinese teaching of the connotation of the characteristics of life, and then combined with the characteristics of Chinese teaching and the author in secondary vocational schools of Chinese teaching cases, to do some exploration and research on the life of Chinese teaching. Life-to-life Chinese teaching is a teaching concept, which advocates the close combination of life and Chinese teaching. It is also a teaching method, a method of making full use of the resources of students to study Chinese. Chinese teaching fully respects students' subjectivity in order to stimulate students' vitality. At the same time, it also enriches the content of Chinese learning, and introduces rich and colorful life content into the study, so that students can learn to integrate various contents and methods, expand their knowledge and improve their Chinese literacy. Students' learning style has also been changed, from simple and monotonous book learning to changing and exciting life practical learning. This makes the language learning time and space greatly expanded, not subject to classroom time constraints, anytime and anywhere to carry out language learning. This kind of language learning is more effective and useful for the students who are about to follow the society. The Chinese course is the basic culture course in the secondary vocational school curriculum, and has the same important position as the specialized course. However, in the mind of most secondary vocational school students, they despise this basic culture course, and lack the initiative and enthusiasm to study this course. In view of this, the author starts with the characteristics of Chinese teaching from the aspects of humanism, openness, integration, taste, experience and autonomy. In the aspect of humanism, the emphasis is put on the respect for the individual life of students in Chinese teaching, and the open discussion is carried out from five aspects: humanistic environment, teaching objective, teaching content, teaching process and teaching evaluation. Integration is carried out from four aspects: teaching objective learning mode, curriculum resources and teaching means. In the actual teaching, try to use these theories to guide the teaching, and also use the actual teaching effect to verify whether these theories are operable, the answer is yes. However, no teaching idea can be applied to all teachers or students, and no method is omnipotent. Therefore, we will continue to improve this theory and improve this method in teaching in the future. To make it more suitable for students, but also to make Chinese teaching full of vitality, attract students, and ultimately improve students' Chinese literacy.
【学位授予单位】：西北农林科技大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

【共引文献】