本文關(guān)鍵詞：中學(xué)語文閱讀教學(xué)中的認(rèn)知沖突研究　出處：《南京師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：語文課是基礎(chǔ)教育的必修課,而在語文教學(xué)中處于核心的地位就是閱讀教學(xué)。閱讀教學(xué)的效果在很大程度上取決于學(xué)生思維積極性的調(diào)動(dòng)和發(fā)揮的程度。心理學(xué)上的“認(rèn)知沖突”就是思維活動(dòng)的一種方式,沒有認(rèn)知沖突的學(xué)習(xí)過程,學(xué)生對(duì)得到的知識(shí)就不會(huì)有深刻的體驗(yàn),容易產(chǎn)生遺忘。相反,預(yù)設(shè)了認(rèn)知沖突的學(xué)習(xí)過程,不僅有利于激發(fā)學(xué)生的學(xué)習(xí)內(nèi)驅(qū)力,同時(shí)在解決認(rèn)知沖突的過程中,有利于發(fā)展學(xué)生的思維能力。文章在對(duì)語文閱讀教學(xué)中的“認(rèn)知沖突”進(jìn)行概念界定的同時(shí),根據(jù)閱讀者閱讀的心理差異及過程對(duì)“認(rèn)知沖突”的形成進(jìn)行了三個(gè)方面的原因歸類,對(duì)于中學(xué)語文閱讀教學(xué)中“認(rèn)知沖突”必要性,從幾個(gè)理論維度著眼進(jìn)行闡述。對(duì)于語文閱讀思維作用做單獨(dú)說明。怎樣創(chuàng)設(shè)和引發(fā)以及化解這些沖突,文章也進(jìn)行了探究�；凇罢J(rèn)知沖突”的中學(xué)語文閱讀教學(xué)設(shè)計(jì),文中也提到。總體上論文全篇以穿插案例分析來論證所提出的一些觀點(diǎn)的合理性。在語文閱讀教學(xué)中提出“認(rèn)知沖突”是鍛煉學(xué)生思維、提高閱讀能力的關(guān)鍵。很多時(shí)候閱讀教學(xué)中需要教師找到“認(rèn)知沖突”引導(dǎo)學(xué)生深入思考,必要時(shí)還要把學(xué)生頭腦中隱性的“認(rèn)知沖突”挖掘出來。
[Abstract]:The Chinese course is a compulsory course of basic education, and in the Chinese language teaching is the core is the teaching of reading. Reading teaching effect depends largely on the students' thinking and mobilize the enthusiasm of the play. The psychology of "cognitive conflict" is a way of thinking, the learning process without cognitive conflict and students will not get knowledge to have a profound experience, easily forgotten. On the contrary, the learning process presupposes cognitive conflict, not only conducive to stimulate students' learning motivation, at the same time in the process of solving cognitive conflict, is conducive to the development of students' thinking ability. Based on the Chinese Reading Teaching "the definition of cognitive conflict" at the same time, according to the psychological differences between the reader and the process of the three reasons of formation of "cognitive conflict" classification for middle school Chinese Reading Reading in the teaching of "cognitive conflict" necessity, from the theoretical dimension focus in this paper. For Chinese reading thinking function description alone. How to create and lead and resolve these conflicts, the article also explored. Based on "cognitive conflict" in the middle school language reading teaching design, the article also mentions the overall rationality. In the case with the analysis to prove some viewpoints proposed. In the process of teaching put forward "cognitive conflict" is exercise students' thinking in Chinese reading, the key to improve the reading ability. Most of the time reading requires teachers to find "cognitive conflict" to guide students to think deeply in the teaching, but also the necessary implicit in the minds of students "cognitive conflict" dig out.

【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.33

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本文編號(hào)：1356467