书法教学中交互式教学模式的应用研究

发布时间：2018-06-04 23:31

本文选题：交互式 + 书法教学　；参考：《北华大学》2015年硕士论文

【摘要】：上个世纪70年代,教学模式在逐步的演化中出现了一种新的模式——交互式教学,这种教学方式将学生的感受放在主要位置,在教学活动中偏向于学生的主观能动性与沟通交流,尤其是教师与学生、学生与学生之间的互动,即交互式教学模式将教学重点由“教”转变为“学”。书法是我国传统文化的瑰宝,应当在中小学教育中予以普及与教导。通过对中小学生开展书法教育,不仅可以促使他们养成良好的写作习惯、完善写作技能,而且可以培养学生了解中华文明,抒发爱国情怀。传统书法教学过程中,学生以特定字帖模式入手,往往与学生真实意愿相违背,导致学生对书法学习产生怠性。本着因材施教与经验自然主义美学教育的原则,本研究拟建交互式教学模式引入到书法教学中,围绕该教学模式,展开了以下三大问题的探讨:(1)如何在书法教学中应用交互式教学模式;(2)交互式教学模式的应用是否有利于提高学生对书法的学习兴趣;(3)交互式教学模式的应用是否有利于提高学生的书法水平。本文借助文献研究、调查研究等方法对这一主题开展了深入研究。通过对长春汽车区第五学校小学部四年级两个班级的教学实验,对实验班开展“四段”“六步”式教学,即“四段”为观察阶段、体验阶段、表现阶段、提升阶段,“六步”为:提供学习自助单、微视技法演示、学生体验书写教师一对一辅导、命题创作、作品评价、课外阅读;对控制班的教学方法保持原有方式,从唐楷入手,采用传统的描红、临摹,注重培养学生对于笔画转折的领会。通过实验前问卷调查,以获得学生对书法的了解程度、喜欢程度以及认知程度,得出两个班级在以上方面认知相当,可以进行对比实验;通过实验后对实验班进行问卷调查,可以得出交互式教学方式得到了学生的认可与喜欢,能够调动学生学习书法的积极性;通过最后的作品评分,选择其他三位非任课教师对学生作品进行评分,比较两班得分均值之间的差异性,得出交互式书法教学对提高学生的书法水平起到了显著作用,也即在书法教学中采取交互式教学模式是非常可行的。
[Abstract]:In the 1970s, a new mode of teaching, interactive teaching, emerged in the gradual evolution of the teaching model, which put students' feelings in the main position. In teaching activities, it is inclined to students' subjective initiative and communication, especially the interaction between teachers and students, students and students, that is, the interactive teaching mode changes the teaching emphasis from "teaching" to "learning". Calligraphy is the treasure of Chinese traditional culture and should be popularized and taught in primary and secondary education. By carrying out calligraphy education to primary and middle school students, we can not only promote them to form good writing habits and perfect writing skills, but also cultivate students to understand Chinese civilization and express their patriotic feelings. In the process of traditional calligraphy teaching, the students begin with the specific patterns of calligraphy posts, which are often contrary to the students' real wishes, which leads to students' lassitude in calligraphy learning. Based on the principle of teaching students in accordance with their aptitude and the aesthetic education of empirical naturalism, this study intends to introduce the interactive teaching model into the teaching of calligraphy. This paper discusses the following three major problems: how to apply the interactive teaching model in calligraphy teaching? (whether the application of the interactive teaching model is conducive to enhancing students' interest in calligraphy learning?) the application of the interactive teaching model is: Is it helpful to improve the students' calligraphy. In this paper, with the help of literature research, investigation and other methods to carry out in-depth research on this subject. Through the teaching experiment of two classes in the fourth grade of the primary school of the Fifth School of Changchun Automobile District, the "four paragraphs" and "six steps" of teaching are carried out in the experimental class, that is, the "four paragraphs" as the observation stage, the experience stage, the performance stage, and the promotion stage. The "six steps" are to provide self-help learning, micro-visual technique demonstration, one-to-one tutoring, proposition creation, work evaluation and extra-curricular reading by the student experience writing teacher; and to maintain the original teaching method of the control class, starting with Tang Kai. Use the traditional red, copying, pay attention to training students to understand the twist of stroke. Through the questionnaire survey before the experiment, to obtain the students' understanding degree, like degree and cognitive degree of calligraphy, it is concluded that the two classes have the same cognition in the above aspects, can carry on the contrast experiment; through the experiment, carry on the questionnaire survey to the experimental class, It can be concluded that the interactive teaching method has been recognized and liked by the students, which can arouse the enthusiasm of the students to learn calligraphy; through the final work score, the other three non-course teachers are selected to score the students' works. By comparing the differences between the average scores of the two classes, it is concluded that interactive calligraphy teaching plays a significant role in improving students' calligraphy level, that is, it is very feasible to adopt interactive teaching mode in calligraphy teaching.
【学位授予单位】：北华大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.955

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