认知策略在初中语文阅读教学中的应用研究

发布时间：2019-02-12 19:32

【摘要】：早在上个世纪70年代,有关认知策略的研究就已经从西方开始萌芽并且蓬勃发展起来,认知策略作为学习策略的一种,对推动学生学习有着非常重要的价值和意义。以“学生”的学为中心的教育理念逐渐成为现当代教育的主要潮流,学会学习、学会发展也由口号性逐渐向策略性转变。我国《义务教育语文课程标准》(2011版)也非常明确地提出语文教学要积极倡导学生进行自主、合作、探究的学习方式。而认知策略是促进学习者进行更有效地学习的技能,它以指导学习者的注意力、记忆和思维过程为核心。将认知策略与初中语文阅读联系起来,进行深入研究,将会改变学生对知识死记硬背的被动接受的地位,唤醒学生的主体意识,提高学生的自主学习水平。本研究以初中生为研究对象,以初中语文阅读教学为研究核心,以认知策略在初中语文阅读教学中的体现和应用为最终研究目的和内容。具体来说,就是搜集和整理国内外认知策略在阅读教学中的研究成果,以此为根本,采用问卷调查的形式。根据调查结果的数据统计和分析,笔者发现认知策略确实在初中语文阅读教学占据重要地位,同时学生由于年级、性别、成绩等方面的差异,造成了认知策略的使用情况出现差别。通过对当前初中生语文阅读学习的现状的分析,笔者结合具体课堂案例和教材内容,提出认知策略与语文阅读教学结合的一些方法,同时也为教师在备课和课堂教学过程中遇到的困惑和问题提供一些策略。本研究想要达到的最终目的是,发展学生的主动学习能力,转变学生的学习方式。
[Abstract]:As early as the 1970s, the research on cognitive strategies has started to sprout from the West and flourished. As a kind of learning strategies, cognitive strategies have very important value and significance to promote students' learning. The idea of "student-centered" education has gradually become the main trend of modern and contemporary education. Learning to learn and learning to develop has gradually changed from slogan to strategy. Chinese Curriculum Standard for compulsory Education (version 2011) also puts forward that Chinese teaching should actively advocate students to study independently, cooperatively and inquiring. Cognitive strategies are the skills to promote learners to learn more effectively. It focuses on guiding learners' attention, memory and thinking process. By connecting cognitive strategies with Chinese reading in junior high school, it will change students' position of passive acceptance of knowledge memorization, awaken students' subjective consciousness and improve students' autonomous learning level. This research takes junior high school students as the research object, the junior middle school Chinese reading teaching as the research core, the cognitive strategy in the junior middle school Chinese reading teaching embodiment and the application as the final research goal and the content. Specifically, it is to collect and collate the research results of cognitive strategies in reading teaching at home and abroad. According to the data statistics and analysis of the survey results, the author finds that cognitive strategies do play an important role in Chinese reading teaching in junior high school, and students have different grades, gender, grades, etc. The difference in the use of cognitive strategies appears. Based on the analysis of the present situation of junior high school students' Chinese reading learning, the author puts forward some methods of combining cognitive strategies with Chinese reading teaching in combination with specific classroom cases and teaching materials. At the same time, it also provides some strategies for teachers in the process of preparing lessons and classroom teaching. The aim of this study is to develop students' active learning ability and change their learning style.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.33

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