小学语文生成性教学的有效性研究

发布时间：2018-04-17 13:00

本文选题：生成性教学 + 小学语文　；参考：《陕西师范大学》2015年硕士论文

【摘要】：生成性教学强调动态的教学过程,实质是对“人”的一种关注,也就是关注生命所存在的丰富性、完整性和自主性特征。因此,生成性教学作为一种教学思想,其核心就是“关注人”。当前,我国对小学语文课程当中的生成性教学研究并不多,本研究聚焦于小学语文生成性教学,旨在为一线小学语文教师与相关教育人员提供一定的借鉴和帮助。本研究遵循的是一种理论与实践相结合的研究思路,即通过文献综述法、访谈法以及案例分析法对小学语文生成性教学从理论到实践开展全方位的研究探索。小学语文生成性教学是基于并遵循小学生身心发展规律以及小学语文学科特点的一种变学习为鲜活的生活的教学。本文以三维目标是否得到了落实作为判断小学语文生成性教学有效性的标准,即是否强化了知识与技能,是否注重了过程与方法,是否关注了情感态度与价值观。为了提高小学语文生成性教学的有效性,本文在参考大量文献的基础上提出了小学语文生成性教学的实施理念,即关注表现性目标,关注具体的教学过程,关注突发的教学事件,关注互动性的教学方法,关注教学过程的附加价值。本文通过实际的课堂观察,面对面的教师访谈以及对相关资料的搜集与整理,在分析与综合的基础上使小学语文生成性教学现状得以呈现。笔者在研究过程中可以认识到被调查教师对“生成”的感受比以前更深,并能在教学意识、教学实践以及教学资源的运用等方面体现生成性教学思想。然而,我们需要关注的是,由于各种原因,生成性教学在小学语文教学实践中存在两大问题,教师方面主要表现为生成意识淡薄与生成能力不足,外界方面主要表现为缺乏对小学语文生成性教学的理解与支持。而正是这些问题导致了小学语文生成性教学的有效性的缺失。为了提高小学语文生成性教学的有效性,实现小学语文生成性教学的价值,本文针对存在的问题及其成因提出了一些具体策略。对于教师而言,教师作为小学语文生成性教学的首要实施者,应该注重理论与实践相结合。小学语文教师要树立正确的学生主体意识、生成资源意识以及进一步学习小学语文生成性教学的系列知识,还要注重在教学实践中提高生成性教学能力,包括制定动态弹性预设的能力,正确认识和把握意外事件的能力,巧妙运用教学机智的能力以及及时进行教学反思的能力。此外,外界的推动力量也是不可缺少的重要一环,学校的环境支持、家长的积极配合以及社会的正确舆论导向都是小学语文生成性教学发展的强大助力。
[Abstract]:Generative teaching emphasizes the dynamic teaching process. In essence, it is a kind of concern to "human", that is to say, it pays attention to the richness, integrality and autonomy of life.Therefore, the core of generative teaching as a teaching thought is to pay attention to people.At present, there are not many researches on generative teaching in primary school Chinese curriculum in our country. This research focuses on generative teaching of primary school Chinese, aiming to provide some reference and help for primary school Chinese teachers and related educators.This research follows a combination of theory and practice, that is, through literature review, interview and case analysis, the primary school Chinese generative teaching from theory to practice to carry out all-round research and exploration.Chinese generative teaching in primary school is based on and follows the law of pupils' physical and mental development as well as the characteristics of primary school Chinese subject.In this paper, whether the three-dimensional goal has been implemented as the criterion to judge the effectiveness of generative Chinese teaching in primary school, that is, whether to strengthen the knowledge and skills, whether to pay attention to the process and method, whether to pay attention to the emotional attitude and values.In order to improve the effectiveness of generative teaching of primary school Chinese, this paper puts forward the implementation concept of generative teaching of primary school Chinese on the basis of a large number of references, that is, paying attention to the expressive goal and the specific teaching process.Pay attention to the unexpected teaching events, interactive teaching methods and the added value of the teaching process.The present situation of generative Chinese teaching in primary school is presented on the basis of actual classroom observation, face-to-face interview of teachers and collection and arrangement of related materials.In the course of the research, the author can realize that the teachers surveyed have a deeper feeling of "generation" than before, and can embody the generative teaching thought in teaching consciousness, teaching practice and the use of teaching resources.However, what we should pay attention to is that, for various reasons, there are two major problems in the practice of generative teaching in primary school Chinese teaching. The teachers mainly show that the consciousness of generation is weak and the ability of generation is insufficient.The main external aspect is lack of understanding and support to primary school Chinese generative teaching.It is these problems that lead to the lack of effectiveness of generative Chinese teaching in primary schools.In order to improve the effectiveness of Chinese generative teaching in primary school and realize the value of generative teaching in primary school, this paper puts forward some specific strategies in view of the existing problems and their causes.For teachers, teachers, as the primary implementers of Chinese generative teaching in primary schools, should pay attention to the combination of theory and practice.The primary school Chinese teachers should set up the correct students' subjective consciousness, generate the consciousness of resources and further study the series of knowledge of the primary school Chinese generative teaching, and pay attention to improving the generative teaching ability in the teaching practice.It includes the ability to make dynamic elastic presupposition, the ability to correctly understand and grasp unexpected events, the ability to skillfully use teaching wit and the ability to carry out teaching reflection in time.In addition, the external impetus is also an indispensable important link, the school environment support, the parents' active cooperation and the society correct public opinion direction all are the primary school Chinese generative teaching development powerful help.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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