论中学语文课堂中的合作学习教学策略

发布时间：2018-11-05 13:23

【摘要】：在新一轮的课程改革中,我国在教育教学上更加注重学生之间的相互学习、讨论,使学生在交流、讨论中提高学习效率,并促进其主动构建知识,实现自身全面发展。合作学习教学策略正好与这一发展方向相符合,因此受到广泛关注,也有不少人将其运用到中学语文课堂教学中研究,由于语文学科有其自身的特点,所以语文课堂中的合作学习教学策略也有其区别于其他学科教学策略的地方,需要进行专门的研究探讨。本研究主要以中学语文课堂中的合作学习教学策略为研究对象,采用文献研究法和调查研究法,通过搜取文献资料和进行语文课堂实际调查来展开。本研究在这里将“语文课堂”的定义概括：为进行以口头语言和书面语言为主要教学内容的语文课程教学活动时,教室里的一切事物、人和活动。通过对“教学策略”和“合作”定义的研讨,本研究将合作学习定义为一种互助式的教学策略,是以小组形式开展的以教师为主导、学生为主体的,师生、生生间相互作用,围绕同一目标进行学习,最终；司完成任务,并以小组总体成绩为主要评估依据的教学策略。本研究主要从中学语文课堂中的合作学习教学策略的特点、实施现状及原因分析、有效条件和实施路径几个方面来展开研究首先,中学语文课堂中的合作学习教学策略的特点主要是根据语文学科的教学特点来提出的,表现在它的目标、内容、形式和评价上。其次,中学语文课堂中的合作学习教学策略实施现状存在着课堂合作流于形式化、学生参与不均衡和教师对合作学习的指导不到位的问题。出现这些问题的原因主要是：传统的教学形式很难从根本上转变、学生在合作意识与技能上的缺失和教师在合作学习理论认识和实践操作层面的欠缺。接着,针对这些实施现状中出现的一些问题及原因,分别从：激发合作学习的动机、明确合作学习任务、优化教师活动、优化小组学习活动、合理结束合作学习活动三个方面来说明中学语文课堂中的合作学习教学策略实施的有效条件,以使其能更加有效地实施。然后,分析阐述了中学语文课堂中的合作学习教学策略的实施路径,具体的实施路径主要有：学习内容的设计、学习的分组、课堂的安排与布置、合作学习结构的构建、学习的评价当然,合作学习作为一种教学策略,在中学语文的课堂中不可能是以固定的形式存在,它是一个动态的过程,合作学习教学策略的设计与实施需要根据具体的实际课堂教学情况来选择与决定。不过,对中学语文课堂合作学习教学策略的研究也有利于使教师在进行合作学习设计时把握好一个大体的方向,避免出现一些问题,提高教学效率,从而促进学生的全面发展。
[Abstract]:In the new round of curriculum reform, our country pays more attention to the mutual study of students in education and teaching, discusses, causes the student to improve the study efficiency in the exchange, the discussion, and promotes their initiative to construct the knowledge, realizes own all-round development. The cooperative learning teaching strategy is in line with this direction of development, so it has received extensive attention, and many people have applied it to the middle school Chinese classroom teaching research, because the Chinese subject has its own characteristics. Therefore, the teaching strategies of cooperative learning in Chinese classroom are different from those in other subjects. This research mainly takes the cooperative learning teaching strategy in the middle school Chinese classroom as the research object, adopts the literature research method and the investigation research method, through searches the literature material and carries on the Chinese classroom actual investigation to launch. In this study, we generalize the definition of "Chinese classroom": all things, people and activities in the classroom are carried out in order to carry out the teaching activities of Chinese course with oral language and written language as the main content. Through the discussion of the definition of "teaching strategy" and "cooperation", this study defines cooperative learning as a kind of mutual aid teaching strategy, which is teacher-led, student-oriented, teacher-student, and interaction between students and students. Learning around the same goal, eventually; Division to complete the task, and the overall performance of the group as the main basis for evaluation of the teaching strategy. This research mainly from the middle school Chinese classroom cooperative learning teaching strategy characteristic, the implementation present situation and the reason analysis, the effective condition and the implementation path several aspects to carry out the research first, The characteristics of cooperative learning teaching strategy in middle school Chinese classroom are mainly put forward according to the teaching characteristics of Chinese subject, which is manifested in its goal, content, form and evaluation. Secondly, there are some problems in the implementation of cooperative learning teaching strategies in middle school Chinese classroom, such as the formalization of classroom cooperation, the imbalance of students' participation and the lack of teachers' guidance on cooperative learning. The main reasons for these problems are: the traditional teaching form is difficult to change fundamentally, the lack of students' cooperative consciousness and skills, and the lack of teachers' understanding of cooperative learning theory and practical operation. Then, in view of some problems and reasons that appear in these actualities, they are as follows: motivating cooperative learning, clarifying cooperative learning tasks, optimizing teacher activities, optimizing group learning activities. To explain the effective conditions of implementing cooperative learning teaching strategies in middle school Chinese classroom from three aspects of cooperative learning activities reasonably, so that it can be implemented more effectively. Then, it analyzes the implementation path of the cooperative learning teaching strategy in the middle school Chinese classroom. The specific implementation path includes the design of the learning content, the grouping of the learning, the arrangement and arrangement of the classroom, the construction of the cooperative learning structure. Of course, cooperative learning, as a teaching strategy, cannot exist in a fixed form in the middle school Chinese classroom. It is a dynamic process. The design and implementation of cooperative learning teaching strategies need to be selected and decided according to the actual classroom teaching situation. However, the study of cooperative learning teaching strategies in middle school Chinese classroom is also helpful for teachers to grasp a general direction in the design of cooperative learning, to avoid some problems, to improve teaching efficiency, and thus to promote the all-round development of students.
【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】：G633.3

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