人教版高中语文教材中“梳理探究”板块教学研究

发布时间：2018-06-19 02:34

本文选题：高中语文 + 人教版教材　；参考：《洛阳师范学院》2015年硕士论文

【摘要】：“梳理探究”板块在现实高中语文教学实践中没有发挥出其应有的作用。原因是：任课老师普遍认为语文新教材单元教学内容量大，教学任务繁重，而课时又少，从而造成教学困惑甚至焦虑；再加上急功近利的考评体制和考试分数决定一切的目标责任，导致自上而下没有安排专门的时间认真备课，更没有纳入中学教育“立德树人”的教学理念中。 “梳理探究”板块课程的实施建议：加强对“梳理探究”板块的了解和重视；提倡发展性评价和激励性评价的方式；在教学内容的选择上要基础性与独特性并重；采取多种教学策略，做到灵活多变。如：根据专题的内容做好预设和生成的关系；课堂活动要有多样性，要根据学生的特点和兴趣有选择地进行综合性活动；“梳理探究”专题的实施可以和其他专题教学相结合，进行课外拓展延伸；灵活运用教科书，要“用教科书教”，而不是“教教科书”。可以把“梳理探究”模块十五个专题分成两大类，然后采取两种方法进行处理，即：对于重“梳理”的专题，在语文教学中主抓平时积累，利用碎片时间和课下辅导对学生进行梳理方法的指导和知识的积累；对于重“探究”的专题，由于一部分专题内容已经在平时的分散时间解决了，可以有充足的时间进行专题活动，有目的、有创新地启发诱导，激发探究兴趣和热情，培养学生探究能力，这样会取得意想不到的良好的教学效果。以“成语：中华文化的微缩景观”梳理类板块为例，可做以下教学实践：首先，确定一个教学计划。其次，确定三个教学目标：梳理成语，积累成语，准确熟练地运用成语；培养自主梳理与探究的实践能力；学习成语，激发对中华文化的热爱之情。然后，制定教学计划。再次，进行具体活动教学如下：第一，教师对“成语：中华文化的微缩景观”专题活动进行课前指导。第二，同学利用课余时间搜集、整理成语，教师可以指导学生获得成语的途径。第三，这一阶段的主要任务是在上一阶段对成语的整理、积累情况的基础上，对成语进行分类。教师在课下可以指导学生先明确成语都有哪些来源。第四，这一阶段主要是进行巩固、延伸，锻炼学生的探究能力。要求学生根据自己掌握的成语来探究成语的一些特点，采取小组合作探究的形式来完成。第五，布置一篇自拟题作文，不限主题和题材，，但要求学生尽可能多地运用积累的成语。
[Abstract]:The "combing and exploring" plate has not played its due role in the practice of Chinese teaching in high school. The reasons are as follows: the teachers generally think that the new Chinese teaching material unit has a large capacity, heavy teaching tasks and less class hours, thus causing confusion and even anxiety in teaching; In addition, the examination system of quick success and instant profit and the examination score decide all the goal responsibility, so that there is no special time to prepare lessons from top to bottom, not to mention it is not included in the teaching idea of "establishing virtue and building people" in middle school education. Suggestions on the implementation of the curriculum of "combing and exploring": to strengthen the understanding and importance of the "combing and exploring"; to advocate the way of developmental evaluation and incentive evaluation; to pay equal attention to the basis and uniqueness of the choice of teaching content; Adopt a variety of teaching strategies to be flexible. For example, the relationship between presupposition and generation should be done well according to the content of the project; the classroom activities should be diversified, and comprehensive activities should be carried out selectively according to the students' characteristics and interests; the implementation of the topic of "combing and exploring" could be combined with the teaching of other topics. Carry on extracurricular extension; use textbooks flexibly, instead of teaching textbooks. We can divide the 15 topics of the "combing and exploring" module into two major categories, and then take two methods to deal with them. That is, for the topic of "combing", the main task in Chinese teaching is to accumulate at ordinary times. The use of fragment time and after-class tutoring to guide students in combing methods and accumulating knowledge; for "inquiry" topics, some of the topics have already been resolved during the usual scattered time. We can have plenty of time for special activities, purposeful, innovative inspiration and guidance, stimulate the interest and enthusiasm of inquiry, cultivate students' inquiry ability, which will achieve unexpected good teaching results. Take "idiom: the miniature landscape of Chinese culture" as an example, we can do the following teaching practice: first, determine a teaching plan. Secondly, three teaching objectives are determined: combing idioms, accumulating idioms, using idioms accurately and skillfully; cultivating the practical ability of self-combing and exploring; learning idioms to stimulate the love of Chinese culture. Then, make a teaching plan. Thirdly, the specific activities are as follows: first, teachers give pre-class instruction to idioms: miniature landscape of Chinese culture. Secondly, teachers can guide students to obtain idioms by collecting and sorting out idioms in their spare time. Thirdly, the main task of this stage is to classify idioms on the basis of the collation and accumulation of idioms. After class, teachers can guide students to identify the source of idioms. Fourth, this stage mainly carries on the consolidation, the extension, the exercise student's inquiry ability. Students are asked to explore some characteristics of idioms according to their own idioms. Fifth, lay out a self-written composition, no matter the theme and subject matter, but require students to use as much as possible of the accumulated idioms.
【学位授予单位】：洛阳师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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