小学高段语文略读课文分类及教学范式研究

发布时间：2018-05-06 04:39

本文选题：小学高段 + 略读课文　；参考：《杭州师范大学》2015年硕士论文

【摘要】：目前,小学略读课文的教学越来越受到语文教育工作者的重视。而当前略读课文教学的实践却存在一定误区。主要问题在于教师对略读课文的地位、作用等的认识不明确。本文针对一线教师实际教学中存在的问题,采用调查法,行动研究法,文献研究法等,对略读课文教学实践进行研究,对小学高段略读课文分类及形成一套相应的教学范式,为教师提供相应的参考,提高学生阅读水平。本研究共分为六章:第一章是绪论,介绍了本文的研究缘起,研究意义,研究方法等。第二章论述的是小学高段略读课文分类及教学范式的理论基础,例如新课标语言文字运用理论,探究性学习理论等。第三章是小学略读课文教学情况的现状调查,得出初步结论:学生有自主阅读的愿望,但教师的实际教学中沿袭了精读课文的教学,对略读课文功能把握不当,缺乏略读课文教学系统性、科学性的指导。第四章是对人教版小学语文高段略读课文进行分析,将略读课文分为读写结合型,语言积累型,迁移比较型和独立阅读型这四个大类,并在此基础上进行次级分类。读写结合型的次级分类是:以读为主型,以读促写型和读写结合型;语言积累型的次级分类是:朗读为主型,读记结合型和模仿创造型;迁移比较型的次级分类是:比较为主型,迁移为主型和迁移比较型;独立阅读型的次级分类是:讨论探究型,自主阅读型和拓展阅读型。第五章是在小学语文高段略读课文分类的基础上,对各种不同类型的教学范式进行相关实践研究,对每种教学范式都是按照教学流程,教学要点,教学示例等进行详细地分析研究,指导教师的教学实践。第六章是总结与展望,对本文进行总结,同时分析不足,明确今后研究的方向。本文的创新之处在于对略读课文进行分类,并在此基础上进行次级分类,以体现同一课型在不同年级的逐步深入,体现学生对同类课文学习的循序渐进,让教师在教学时有章可循,全面提高学生语文素养。
[Abstract]:At present, Chinese educators pay more and more attention to the teaching of skimming texts in primary schools. However, there are some misunderstandings in the practice of skimming text teaching. The main problem lies in the lack of clear understanding of the position and role of skimming texts. Aiming at the problems existing in the practical teaching of first-line teachers, this paper studies the teaching practice of skimming texts by using the methods of investigation, action research and literature research, and classifies skimming texts in the high level of primary schools and forms a set of corresponding teaching paradigms. To provide teachers with a corresponding reference, improve the reading level of students. This research is divided into six chapters: the first chapter is an introduction, which introduces the origin, significance and methods of this research. The second chapter discusses the theoretical basis of skimming text classification and teaching paradigm, such as the new curriculum standard language use theory, inquiry learning theory and so on. The third chapter is an investigation of the current situation of skimming text teaching in primary schools, and draws a preliminary conclusion: students have the desire to read independently, but the teaching of intensive reading has been followed in the actual teaching of teachers, and the function of skimming text has been improperly grasped. Lack of skimming text teaching systematic, scientific guidance. The fourth chapter analyzes the skimming texts in the high paragraph of primary school, and divides them into four categories: the combination of reading and writing, the accumulation of language, the comparison of transfer and the type of independent reading, and on the basis of this, the secondary classification is carried out. The secondary classification of the combination of reading and writing is as follows: reading is the main type, reading is promoting writing and reading is the combination of reading and writing, and the secondary classification of language accumulation is: the reading is the main type, the combination of reading and memorization is the type of imitation and creation; The secondary classification of transfer comparison type is as follows: comparative type, transfer type and transfer comparison type, and independent reading type is discussion and inquiry type, autonomous reading type and extended reading type. The fifth chapter is on the basis of the classification of skimming texts in primary school Chinese, carries on the related practice research to each kind of teaching paradigm, for each kind of teaching paradigm is according to the teaching flow, the teaching key point, The teaching example and so on carries on the detailed analysis research, instructs the teacher's teaching practice. The sixth chapter is the summary and prospect, the summary of this paper, at the same time, the lack of analysis, clear the direction of future research. The innovation of this paper lies in the classification of skimming texts, and on the basis of which the secondary classification is carried out in order to reflect the gradual deepening of the same class pattern in different grades and the gradual and progressive study of the same texts by students. Let teachers have rules to follow when teaching, improve students' Chinese literacy.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

【参考文献】