“先学后教”模式在高中语文阅读教学中的恰当运用

发布时间：2018-09-13 12:38

【摘要】：随着新时期的改革和教育教学的发展进步,国家在基础教育领域全面推行素质教育并推行新的教学模式,于是,就产生了“先学后教”教学模式以及“导学案”课堂。语文阅读教学尝试运用了“先学后教”的模式,以“导学案”为教学方法的一种体系。“先学后教”教学模式的可行性究竟如何?为什么各大效仿的学校在学习这种教学模式的时候却没有取得相应的效果?教育界对这种“先学后教”的模式存在着争议,可为何存在这么多争议,各大学校却要争相效仿?这说明“先学后教”肯定有值得学习的地方,另外,很多教师对这种模式存在着误读,这又使我对探究“先学后教”模式在语文教学中如何恰当地运用产生了兴趣,由于高中生的身心发展特点,更适合用这种教学模式进行教学,因此,本文着重研究这种模式在高中语文阅读教学中的恰当运用。“先学后教”的课堂教学模式能抓住高中生的身心发展特点,在教学过程中以学生为主体,使用各种方式提高学生的学习兴趣,最大限度地调动其学习的积极性,让孩子们能够自主地探究文本、主动获取知识;另外,“先学后教”模式与语文阅读的结合,能够让学生在实践中探究,有利于学生积极主动地参与到课堂当中,增加学生自主阅读的机会,而且通过当堂训练,使学生把刚学的知识转化为能力,“教是为了不教”得到了充分的体现。但是“先学后教”模式在当前语文教学中也存在问题:学案编制及使用存在着不当;滥用或忽略“小组合作学习”;学生提不出“问题”;语文教学策略“程序化”以及学生自主学习能力差等。针对这些问题,“先学后教”要注意:合理编制和使用“学案”;合理利用小组学习的优势;培养学生提出问题的能力;优化语文教学的策略;以及提高学生学习的主动性。本文对“先学后教”模式与实际案例的研究,希望能对以后该模式在语文阅读教学中的运用提供一定的指导意义
[Abstract]:With the reform of the new period and the development of the education and teaching, the country has carried out the quality education and the new teaching mode in the field of basic education in an all-round way. Thus, the teaching mode of "learning first and teaching before teaching" and the classroom of "guiding learning plan" have come into being. Chinese reading teaching tries to use the mode of "learning first and then teaching", and regards "guiding learning plan" as a system of teaching method. What is the feasibility of the teaching mode of "learning first before teaching"? Why are the major emulated schools learning this kind of teaching mode without corresponding effect? There is controversy in the education sector about this model of "learning first before teaching", but why are there so many controversies, but all the major schools have to emulate each other? This shows that there must be something worth learning from "learning first and teaching later". In addition, many teachers misread this model, which in turn makes me interested in how to properly apply the "learning first before teaching" model in Chinese teaching. Because of the characteristics of high school students' physical and mental development, it is more suitable to use this mode of teaching. Therefore, this paper focuses on the proper application of this mode in the teaching of Chinese reading in senior high school. The classroom teaching mode of "learning first and then teaching" can grasp the characteristics of high school students' physical and mental development, take the students as the main body in the teaching process, use various ways to improve the students' interest in learning, and mobilize their enthusiasm for learning to the maximum extent. In addition, the combination of "learn first and then teach" and Chinese reading can enable students to explore in practice and help students to actively participate in the classroom. By increasing the opportunity of students to read independently, and by training in class, students can transform their newly learned knowledge into abilities. "Teaching is for the sake of not teaching" has been fully reflected. However, there are also some problems in the mode of "learning first and then teaching" in current Chinese teaching: improper preparation and use of study plan, abuse or neglect of "group cooperative learning", students' inability to raise "problems", Chinese teaching strategy is programmed and students' ability of autonomous learning is poor. In order to solve these problems, we should pay attention to: making and using "study plan" rationally; making use of the advantage of group learning; cultivating students' ability to ask questions; optimizing the strategy of Chinese teaching; and improving students' initiative in learning. This paper studies the mode of "learning first and teaching before teaching" and the actual cases, hoping to provide some guiding significance for the application of this model in the teaching of Chinese reading in the future.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.33

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