安图县第一中学“对话式”教学现状调查与分析

发布时间：2018-02-25 21:47

本文关键词： 安图县第一中学对话式教学现状调查建议　出处：《延边大学》2016年硕士论文　论文类型：学位论文

【摘要】：对话式教学是教育领域在与时俱进的发展道路上的实践结果,同时符合新课标对语文教学提出的新要求。对话式教学要求在师生之间、学生之间建立起平等民主的沟通、合作关系,改变学生以往在课堂中被动接受的状态,要积极的参与到课堂活动和文本阅读中去,充分的体现学生在语文教学中的主体地位。我国的教育领域中毕竟存在着一些历史问题,无论是现有的教育制度、教育者对对话式教学的理解程度还是学生自身的一些因素都会制约对话式教学的运用和发展,所以在具体的实践之中会存在很多的问题。本文以安图一中为例,将16名语文教师及随机抽取的270名学生作为调查对象,通过问卷调查法、访谈法、数据统计法等方法来探究对话式教学在安图一中语文教学应用中所表现出来的一些问题,并站在中学生需求的角度上去分析探讨如何将“对话式”教学灵活的运用到中学语文教学之中。论文主要分为三个部分,第一部分为绪论部分,介绍了题目的选题的目的意义,研究的现状和范围。第二部分为安图一中“对话式”教学现状的调查分析,从教师对“对话式”教学的理解程度、课堂的提问方式、交流方式,学生对“对话式”教学的理解程度,是否认可“对话式”教学、是否乐于参与教学中来等方面进行了全面的调查和分析,主要存在以下问题：首先教师对“对话式”教学的理解不够深入,很多教师将对话式教学理解为课堂上的不断发问；然后师生之间缺乏对话的能力,主要是因为学生的课前准备不足,以至于对话模式无法开展；其次课堂缺少有效点评,点评是对话式教学的一个关键环节,但是这个环节没有得到重视；最后学生普遍存在回答问题不积极的现象。第三部分为“对话式”教学在中学语文教学应用中的建议。首先提高师生间的对话能力是开展对话式教学的关键,加深教师对“对话式”教学的认识程度,才能真正体现对话式教学的价值,另外学生作为参与的主体也要做好参与对话式教学的准备。参与主体做好准备之后就是要为对话式教学营造一个良好的氛围,而这个良好氛围的基础就是民主,这是解决学生不积极参与对话的关键。对话式教学的开展虽然是多样化的,但是从互动的方式来说,提问还是占据了很主要的地位。所以教师还需要进行科学的提问设计。设计一些开放性的、有启发性的以及与生活紧密联系的问题,激发学生参与答题的兴趣,解决学生不积极参与提问环节的问题。
[Abstract]:Dialogue teaching is the practical result of the educational field on the way of developing with the times, at the same time, it conforms to the new requirements for Chinese teaching in the new curriculum standard. The dialogue teaching requires the establishment of equal and democratic communication between teachers and students, and between students and students. Cooperative relationship, change students' passive acceptance in the classroom, actively participate in classroom activities and text reading, Fully reflect the students' main position in Chinese teaching. After all, there are some historical problems in the field of education in our country, whether it is the existing educational system, The understanding of dialogue teaching by educators or some factors of students themselves will restrict the application and development of dialogue teaching, so there will be many problems in the concrete practice. This paper takes Antu 1 as an example. Taking 16 Chinese teachers and 270 randomly selected students as the objects of investigation, this paper explores some problems in the application of dialogue teaching in Antu 1 middle school by means of questionnaire survey, interview, data statistics and so on. The thesis is divided into three parts, the first part is the introduction part, which introduces the purpose and significance of the topic selection, and discusses how to apply the "dialogue" teaching to the middle school Chinese teaching flexibly from the point of view of middle school students' needs. The second part is the investigation and analysis of the present situation of the "dialogue" teaching in Antu 1, from the teachers' understanding of the "dialogue" teaching, the way of questioning in the classroom, and the way of communication, the second part is the investigation and analysis of the present situation of the "dialogue" teaching in Antu 1. The students' understanding of the "dialogue" teaching, the recognition of the "dialogue" teaching, and whether they are willing to participate in the teaching have been investigated and analyzed comprehensively. The main problems are as follows: first, the teachers' understanding of the "dialogue" teaching is not deep enough, many teachers understand the dialogue teaching as the continuous questioning in the classroom, and then the teachers and students lack the ability of dialogue. The main reason is that the students' preparation before class is insufficient, so that the dialogue mode can not be carried out; secondly, the classroom is short of effective comments, which is a key link of dialogue teaching, but this link has not been paid attention to. Finally, there is a general phenomenon that students are not active in answering questions. The third part is the suggestions on the application of "dialogue" teaching in Chinese teaching in middle schools. First, improving the ability of dialogue between teachers and students is the key to carry out dialogue teaching. Only by deepening teachers' understanding of "dialogue teaching" can the value of dialogue teaching be truly reflected. In addition, as the main body of participation, students should also be prepared to participate in dialogue teaching. After the participants are ready, they should create a good atmosphere for dialogue teaching, and the foundation of this good atmosphere is democracy. This is the key to solving the problem that students do not actively participate in dialogue. Although the development of dialogue teaching is diverse, but in terms of interactive ways, Questions still occupy a very important position. So teachers also need to design scientific questions. Design some open, enlightening and closely related questions to stimulate students' interest in answering questions. Solve the problem that students do not actively participate in the question chain.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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