小学阅读教学学习任务设计实践探索

发布时间：2018-07-29 14:40

【摘要】：目前,由于众多教师将学习目标作为学习任务,使得学习任务脱离实际、难以落实。尽管学生会在实际的语文课堂讲授中获得学习任务,但这些任务有不系统、不具体的缺点。因此,本论文将针对此问题,通过对于永正老师关于学习任务的课堂实录进行分析和探究,并结合现有的研究成果对学习任务的本质进行阐释。最后,在此基础上总结出学习任务的经验和尚待改进之处,从而为当代语文教学提供经验借鉴。本文主体部分是研究于永正老师关于小学阅读学习任务的实践。首先,依据心理学和教育学的相关理论,本文明确了三类学习任务的含义,并总结出三类学习任务特征。规则的学习任务具有外显性、言语性、规则性的特点;整合学习任务具有不随意性、表征性、生活性的特点;基于学情的学习任务具有动态性、客观性、多样性特点。我们发现,三类学习任务的特征不同,相应的侧重点也不同,这为学习任务中的案例分析提供了研究方向和理论依据。其次,从“规则的学习任务”、“信息整合的学习任务”和“基于学情的学习任务”三个方面开展,主要是通过搜集教学实录、分析教学设计、对这些材料进行归类、整理并进行整合,从而显示学习任务在教学设计中的必要性。同时又从理论层面指出这一教学改革的必要性,主要从新课改的要求和学生全面发展观的要求进行理论分析,对于永正老师关于小学语文阅读学习任务进行综合研究,通过全面分析和归纳,阐释学习任务的本质。最后,依据名师课例及一线教师教学存在的问题,分别总结出三类学习任务的启示。最后,通过上述研究获得下面的结果:首先,在规则的学习任务中,教师要有效运用言语指导,在学习过程中要突显学生的意识,只有学习与练习一致才能促进学生完成规则的任务。其次,在信息整合的学习任务中,要整理组织教材,通过将任务与生活相联系,完成对焦点的促成。最后,在基于学情的学习任务中,要保持兴趣的持久性,创设一个体现学生主体性的课堂,同时要转变教师的职能。我国教师在学习任务的明确方面存在诸多问题,比如学习任务容易与教学目标相混淆,由于教师对任务与目标区分较晚,无论是任务的设置还是实施上都缺乏优秀的经验和成熟的机制。因此,我们应吸取于老师成熟的经验来改善我国教师对学习任务设计实施的现状。
[Abstract]:At present, because many teachers regard learning goals as learning tasks, learning tasks are out of practice and difficult to implement. Although students get learning tasks in actual Chinese classroom instruction, these tasks have the disadvantage of being unsystematic and unspecific. Therefore, this paper aims at this problem, through the analysis and exploration of Yongzheng teacher's classroom record on learning tasks, and combined with the existing research results to explain the nature of learning tasks. Finally, on the basis of this, the experience of learning task and the place that need to be improved are summarized, so as to provide experience and reference for contemporary Chinese teaching. The main part of this paper is to study the practice of Yu Yongzheng's reading task in primary school. Firstly, according to the relevant theories of psychology and pedagogy, this paper clarifies the meaning of three kinds of learning tasks and summarizes the characteristics of three kinds of learning tasks. Regular learning tasks have the characteristics of externality, speech and regularity; integrated learning tasks have the characteristics of non-random, representational and living; Learning tasks based on learning situation are dynamic, objective and diverse. We find that the characteristics of the three kinds of learning tasks are different and the corresponding emphases are different, which provides the research direction and theoretical basis for the case analysis in the learning tasks. Secondly, from the three aspects of "learning task of rules", "learning task of information integration" and "learning task based on learning situation", mainly through collecting teaching record, analyzing teaching design, classifying these materials. Collate and integrate to show the necessity of learning task in teaching design. At the same time, it points out the necessity of this teaching reform from the theoretical level, mainly from the requirements of the new curriculum reform and the requirements of the students' overall development view, and makes a comprehensive research on Yongzheng teacher's task of learning Chinese reading in primary schools. Through comprehensive analysis and induction, the essence of learning task is explained. Finally, according to the teaching examples of famous teachers and the problems existing in the first line teachers' teaching, the enlightenment of three kinds of learning tasks is summed up. Finally, through the above research, the following results are obtained: first of all, in the regular learning task, teachers should effectively use speech guidance, in the process of learning to highlight the awareness of students, Only when the study and practice are consistent can the student accomplish the task of the rules. Secondly, in the learning task of information integration, we should organize the teaching materials and complete the promotion of the focus by connecting the task with life. Finally, in the learning task based on learning situation, we should maintain the persistence of interest, create a classroom that embodies the students' subjectivity, and change the function of teachers at the same time. There are many problems in the clarity of learning tasks in our country. For example, learning tasks are easily confused with teaching objectives, because teachers distinguish between tasks and goals later. Neither the task setting nor the implementation of the lack of good experience and mature mechanism. Therefore, we should learn from the mature experience of teachers to improve the status quo of teachers' implementation of learning task design.
【学位授予单位】：江苏师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.23

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