小学语文教学情境设计研究

发布时间：2018-04-19 00:34

本文选题：小学语文 + 教学情境　；参考：《湖南科技大学》2015年硕士论文

【摘要】：随着情境教学的深入发展,教学情境的设计已成为教师必备的技能之一。教学情境的创设为课堂教学注入了活力,也为学生的学习提供了一种更有效的途径,对教学的有效开展产生了极大的作用。然而,教学情境的有效性很大程度上取决于教学情境的设计的合理性。合理的教学情境设计能够促进学生的知识技能的发展,思想情感的体悟,以及潜能的发掘。随着新课改的深入,小学语文教学对情境的要求越来越高。教学情境不仅要能促进教师的教,还需要有利于学生的学;教学情境不能停留在活动的层面,它应该有更深层次的作用和目标,也不能仅仅作为一种哗众取宠的工具,使情境虚无化。因此,良好的小学语文教学情境的设计是十分重要的,也是十分必要的。本文以小学语文教学为研究对象,通过对研究背景、研究意义、研究方法以及国内外研究综述阐述,确定了小学语文教学情境的研究方向,并在阅读大量文献的基础上阐释了教学情境的内涵及教学情境设计的内涵。接着对小学语文教学情境设计的理论基础进行了阐述。又结合小学语文的学科特点和学生的特点,对小学语文教学情境设计的原则进行了相关论述。在原则和理论的基础上,又从教学情境的设计流程和设计策略角度,结合实际教学案例对小学语文教学情境的设计作了进一步的阐述。最后,以一个完整的课堂教学案例为蓝本,做了基于实践的案例分析。同时,还对教学情境实践过程中常会出现的“反情境”现象做了一定的论述。
[Abstract]:With the development of situational teaching, the design of teaching situation has become one of the necessary skills for teachers.The creation of teaching situation not only infuses vitality into classroom teaching, but also provides a more effective way for students to study. It has a great effect on the effective development of teaching.However, the validity of teaching situation depends on the rationality of teaching situation design.Reasonable teaching situation design can promote the development of students' knowledge and skills, the realization of their thoughts and emotions, and the exploration of their potential.With the deepening of the new curriculum reform, Chinese teaching in primary schools is demanding more and more situations.The teaching situation should not only promote teachers' teaching, but also benefit students' learning. Teaching situation should not remain at the level of activities, it should have a deeper role and goal, and it should not only be used as a kind of grandstanding tool.Make the situation nothingness.Therefore, the good primary school Chinese teaching situation design is very important, is also very necessary.This article takes the primary school Chinese teaching as the research object, through to the research background, the research significance, the research method as well as the domestic and foreign research summary elaboration, has determined the primary school Chinese teaching situation research direction.On the basis of reading a lot of literature, this paper explains the connotation of teaching situation and teaching situation design.Then the theoretical basis of the situation design of primary school Chinese teaching is expounded.Combined with the subject characteristics of primary school Chinese and the characteristics of students, this paper discusses the principles of situation design of primary school Chinese teaching.On the basis of principle and theory, this paper further expounds the design of Chinese teaching situation in primary school from the point of view of the design process and design strategy of the teaching situation, combined with the actual teaching cases.Finally, taking a complete classroom teaching case as the model, the case analysis based on practice is made.At the same time, it discusses the phenomenon of "anti-situation" which often occurs in the process of teaching situation practice.
【学位授予单位】：湖南科技大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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