支架式教学在高一写作教学中的应用研究

发布时间：2018-08-27 09:11

【摘要】：支架式教学是近些年兴起,以建构主义理论为指导思想、来源于苏联心理学家维果斯基“最近发展区”理论的一种教学理念或教学模式。它主张引导者对较复杂的问题帮助学习者建立能够理解的“支架式”概念框架,使学习者能够仅依靠自己力量沿着“支架”逐步攀升,进而完成更为复杂的概念学习。因此,支架式教学认为在课堂中教师处于引导者的地位而不是传统教学中的主导地位,学生应占主体地位,与新课标理念提倡的师生关系不谋而合,支架式教学运用于日常的课堂教学尤其是高中写作教学有着得天独厚的优势。首先,教师方面：随着新课改的深入开展,许多一线语文教师并不满足于传统的灌输式教学,而是开始不断探寻对学生内化知识并获得终身学习能力有利的教学模式,此时,支架式教学理论慢慢成熟且在中国广泛传播；其次,支架式教学以其自身的优越性备受教师们的赞赏,以其可操作性强备受学生们的青睐。高中作文教学一直存在不少弊端：教师教学观念、教学方式陈旧,正如“教人未见意趣,必不乐学”；学生学习作文方法错误导致成效差,产生恐惧心理；很多作文模仿痕迹重,粗看文采斐然,实则内容浮夸,但确莫名能在考试中获得高分,这在一定程度上助长了学生急功近利心态,在以后的写作中只模仿甚至摘抄优秀作文以期获得高分而并不是稳扎稳打、稳步前进……支架式教学理念若运用得当可以有效弥补传统课堂下高中语文作文教学的缺陷。本文主要从四个方面进行探讨研究。首先,仔细查阅相关学术成果,借鉴前人经验并据此提出自己的观点。其次,结合笔者六年的师范生涯学习成果及一年的从教经验,进行高一语文写作教学中存在的主要问题及成因分析论述。再次,笔者探索在支架式教学模式的指导下,高中语文教学能凸显哪些优越性。接着,在新课标的指导下,笔者结合高一学生写作存在问题进行相关解决策略研究,举适当例子以及分析支架式教学模式的运用与单纯模仿的差别来论证支架式教学模式的可行性,最后得到有关支架式教学模式运用到写作课堂中需注意相关问题的启示。本文试图在分析支架式教学模式的内涵、特征、优点以及在实际课堂教学中可能遇到障碍的基础上来论证该教学模式对高一语文作文教学或者说高中作文教学具有一定的普适性,并在论证过程中形成自己独特的想法,以期指导今后的实践教学。
[Abstract]:Scaffolding teaching is a kind of teaching idea or teaching mode which is developed in recent years and is guided by constructivism theory and originated from the theory of "proximal development zone" of Soviet psychologist Vygoski. It advocates that the guide can help learners to establish a "scaffolding" conceptual framework that can be understood, so that learners can gradually climb along the "scaffold" on their own strength, and then complete more complex conceptual learning. Therefore, the scaffolding teaching believes that teachers are in the leading position in the classroom instead of the leading position in the traditional teaching, and the students should occupy the main position, which coincides with the teacher-student relationship advocated by the new curriculum standard. Scaffolding teaching has a unique advantage in daily classroom teaching, especially in high school writing teaching. First of all, teachers: with the further development of the new curriculum reform, many first-line Chinese teachers are not satisfied with the traditional infusion teaching, but start to explore the teaching mode which is beneficial to the students' internalization of knowledge and the ability of lifelong learning. The theory of scaffolding teaching is mature and widely spread in China. Secondly, scaffolding teaching is appreciated by teachers for its own advantages, and is favored by students for its strong maneuverability. There are many disadvantages in composition teaching in senior high school: teachers' teaching ideas and teaching methods are old, just like "learning without interest", students' mistakes in composition methods lead to poor results and fear; A lot of composition imitates the trace heavy, rough look at the literary brilliance, actually the content is pompous, but really can get the high score in the examination, this has encouraged the student to be eager for success and instant profit mentality to some extent, In later writing only imitated or even copied excellent composition in order to get high scores, not steady, steady progress. The theory of scaffolding teaching can effectively remedy the defects of Chinese composition teaching in high school under the traditional classroom. This article mainly carries on the research from four aspects. First of all, carefully review the relevant academic results, learn from previous experience and put forward their own views. Secondly, the author analyzes the main problems and causes in the teaching of Chinese writing in senior high school by combining the achievements of six years of teachers' career and one year's teaching experience. Thirdly, the author explores the advantages of Chinese teaching in senior high school under the guidance of scaffolding teaching mode. Then, under the guidance of the new curriculum standard, the author carries on the related solution strategy research combined with the senior one students' writing problems. Taking appropriate examples and analyzing the difference between the use of scaffolding teaching model and the simple imitation, the feasibility of scaffolding teaching model is demonstrated. Finally, the enlightenment of the application of scaffolding teaching model to writing classroom is obtained. This paper attempts to analyze the connotation and characteristics of the scaffolding teaching model. On the basis of the advantages and obstacles that may be encountered in the actual classroom teaching, it is proved that the teaching model has certain universality for the composition teaching in senior one or senior high school, and its own unique ideas are formed in the process of argumentation. In order to guide the practice of teaching in the future.
【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】：G633.34

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