本文關(guān)鍵詞：初中閱讀學(xué)習(xí)指導(dǎo)中主問題設(shè)計(jì)的研究　出處：《杭州師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：主問題是語文課堂中能夠“以一問抵多問”,串聯(lián)起核心教學(xué)內(nèi)容的重要提問或問題。本論文旨在將主問題與閱讀學(xué)習(xí)指導(dǎo)相結(jié)合。主問題不僅僅被看做是一個(gè)精心設(shè)計(jì)的課堂提問,更重要的是它還要能夠帶動(dòng)學(xué)生學(xué)的活動(dòng)。引導(dǎo)學(xué)生通過自主、合作、探究等學(xué)習(xí)方式進(jìn)行閱讀學(xué)習(xí),是教師為學(xué)生提供閱讀學(xué)習(xí)指導(dǎo)的一個(gè)方法和途徑。本論文分為五個(gè)部分,第一部分是論題的核心概念闡述,分析了主問題和閱讀學(xué)習(xí)指導(dǎo)這兩個(gè)概念以及兩者之間的關(guān)系。第二部分是主問題設(shè)計(jì)的課程依據(jù),包括課程理念,編者意圖,文本特點(diǎn)三個(gè)方面。第三部分是主問題設(shè)計(jì)的學(xué)情依據(jù),從初中生的閱讀學(xué)習(xí)規(guī)律、方法、過程、能力和障礙五個(gè)方面進(jìn)行了考慮。第四部分是主問題設(shè)計(jì)的策略,具體探討主問題的實(shí)際操作。第五部分是主問題設(shè)計(jì)的評(píng)價(jià),分別對(duì)主問題設(shè)計(jì)的合理性和使用的有效性兩個(gè)方面做出了考察。閱讀學(xué)習(xí)指導(dǎo)中的主問題設(shè)計(jì),其理論意義在于,為閱讀教學(xué)中主問題設(shè)計(jì)的研究領(lǐng)域提供一個(gè)新的研究角度,討論主問題設(shè)計(jì)合理的出發(fā)點(diǎn)和落腳點(diǎn),進(jìn)一步完善主問題的相關(guān)理論。其實(shí)踐意義在于落實(shí)課程標(biāo)準(zhǔn)理念,為實(shí)踐提供行動(dòng)操作模式,為教師設(shè)計(jì)主問題提供指導(dǎo)。同時(shí)也為培養(yǎng)學(xué)生的參與意識(shí)和問題意識(shí),為學(xué)生主動(dòng)進(jìn)入學(xué)習(xí)者的角色進(jìn)行有效指導(dǎo)。
[Abstract]:The main problem is to be able to "ask more than one question" in the Chinese classroom. This paper aims to combine the main question with the reading instruction. The main question is not only considered as a carefully designed classroom question. What is more important is that it can also promote students' learning activities, and guide students to read through autonomous, cooperative, inquiry and other learning methods. This paper is divided into five parts. The first part is the core concept of the topic. The second part is the curriculum basis of the design of the main problem, including the curriculum concept, editor's intention. The third part is the basis of the main problem design, from the junior high school students' reading learning rules, methods, processes. Ability and obstacles are considered in five aspects. Part 4th is the strategy of the design of the main problem, and the practical operation of the main problem is discussed. Part 5th is the evaluation of the design of the main problem. This paper investigates the rationality and effectiveness of the design of the main problem. The theoretical significance of the design of the main question in the guidance of reading learning lies in its theoretical significance. It provides a new research angle for the research field of the main problem design in the reading teaching, and discusses the reasonable starting point and the foothold point of the main question design. Further improve the relevant theory of the main problem. Its practical significance is to implement the concept of curriculum standards and provide the operational model for practice. It provides guidance for teachers to design the main problems, also for the cultivation of students' consciousness of participation and question, and for students to actively enter the role of learners.
【學(xué)位授予單位】：杭州師范大學(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)：1358556