高中语文生成性教学理论与实践研究
发布时间：2019-01-04 13:13
【摘要】：生成性教学提倡在自由和谐的活动氛围中通过师生之间的平等交流实现双主互动,在此基础上发展学生的创造性思维能力,达到全面发展的教育目的。另外,生成性教学理念对传统过度预设的教学模式进行批判和改革,这在很大程度上解放了教师的固化思想,有利于建设非线性、富有弹性的高中语文课堂,实现了课程功能的转变。本研究分为五个部分:第一部分为引言部分。阐述了问题的提出及其研究意义,梳理了生成性教学的研究发展状况,并介绍了研究方法,解释了文章的写作思路。第二部分是对高中语文生成性教学的概说。首先对其含义进行了系统阐述,其次梳理了生成性教学产生的理论基础,再次全面解读了它的非线性、开放性、多元化、主体性的四大特征并对其倡导下的师生角色进行了定位。第三部分是对高中语文生成性教学的实施原则与实施策略的研究。在积极贯彻发展性、差异性、情境性与体验性原则的基础上,分别从教学的方式方法、课堂情境、活动过程、总结评价、自我反思与研究意识方面对生成性教学提出具体的应用策略,使生成性教学理念在教学中真正得到落实。第四部分提出了高中语文生成性教学的关注目标与利用途径。生成性教学反对固化、呆板的教学行为,倡导设计的非程序性、流程的不饱和性和过程的附加价值。在教学资源的利用途径上也打破了传统的“教教材”,而是充分利用教学取材途径的多广性,在自由的教学活动中即时产生的思想火花来催发教学有效生成。第五部分是对生成性教学实践的案例分析,在对前四部分对理论性研究的基础上,运用具体教学案例来进一步丰富阐释高中语文生成性教学。
[Abstract]:Generative teaching advocates the realization of two-subject interaction through equal communication between teachers and students in a free and harmonious activity atmosphere. On this basis, students' creative thinking ability is developed to achieve the educational goal of all-round development. In addition, the generative teaching concept criticizes and reforms the traditional over-preset teaching mode, which to a great extent liberates teachers' solidified thinking and is conducive to the construction of nonlinear and flexible Chinese classroom in senior high school. Realized the course function transformation. This research is divided into five parts: the first part is the introduction. This paper expounds the questions raised and their significance, combs the research and development of generative teaching, introduces the research methods and explains the writing ideas of the article. The second part is an overview of generative teaching of high school Chinese. First of all, it systematically expounds its meaning, then combs the theoretical basis of generative teaching, and then comprehensively interprets its nonlinearity, openness and diversity. The four characteristics of subjectivity and the role of teachers and students under its advocacy are positioned. The third part is the research on the implementation principle and implementation strategy of Chinese generative teaching in senior high school. On the basis of positive implementation of the principles of development, difference, situational and experiential, this paper summarizes and evaluates the teaching methods, classroom situations, activity processes, In the aspect of self-reflection and research consciousness, concrete application strategies are put forward to generative teaching, so that the generative teaching idea can be really implemented in teaching. The fourth part puts forward the attention goal and the utilization way of the high school Chinese generative teaching. Generative teaching is opposed to solidification, rigid teaching behavior, advocacy of non-procedural design, unsaturated process and the added value of the process. The use of teaching resources also breaks the traditional "teaching materials", but makes full use of the wide range of ways of teaching materials, in the free teaching activities in the immediate generation of ideological sparks to promote the effective generation of teaching. The fifth part is the case analysis of generative teaching practice. On the basis of theoretical research in the first four parts, the author uses specific teaching cases to further enrich and explain the generative teaching of Chinese in senior high school.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2400338
[Abstract]:Generative teaching advocates the realization of two-subject interaction through equal communication between teachers and students in a free and harmonious activity atmosphere. On this basis, students' creative thinking ability is developed to achieve the educational goal of all-round development. In addition, the generative teaching concept criticizes and reforms the traditional over-preset teaching mode, which to a great extent liberates teachers' solidified thinking and is conducive to the construction of nonlinear and flexible Chinese classroom in senior high school. Realized the course function transformation. This research is divided into five parts: the first part is the introduction. This paper expounds the questions raised and their significance, combs the research and development of generative teaching, introduces the research methods and explains the writing ideas of the article. The second part is an overview of generative teaching of high school Chinese. First of all, it systematically expounds its meaning, then combs the theoretical basis of generative teaching, and then comprehensively interprets its nonlinearity, openness and diversity. The four characteristics of subjectivity and the role of teachers and students under its advocacy are positioned. The third part is the research on the implementation principle and implementation strategy of Chinese generative teaching in senior high school. On the basis of positive implementation of the principles of development, difference, situational and experiential, this paper summarizes and evaluates the teaching methods, classroom situations, activity processes, In the aspect of self-reflection and research consciousness, concrete application strategies are put forward to generative teaching, so that the generative teaching idea can be really implemented in teaching. The fourth part puts forward the attention goal and the utilization way of the high school Chinese generative teaching. Generative teaching is opposed to solidification, rigid teaching behavior, advocacy of non-procedural design, unsaturated process and the added value of the process. The use of teaching resources also breaks the traditional "teaching materials", but makes full use of the wide range of ways of teaching materials, in the free teaching activities in the immediate generation of ideological sparks to promote the effective generation of teaching. The fifth part is the case analysis of generative teaching practice. On the basis of theoretical research in the first four parts, the author uses specific teaching cases to further enrich and explain the generative teaching of Chinese in senior high school.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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