本文關(guān)鍵詞：W高中語文導(dǎo)學(xué)案研究　出處：《廣西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：語文導(dǎo)學(xué)案是教師在分析語文課程標(biāo)準(zhǔn)、語文教材內(nèi)容、學(xué)生學(xué)習(xí)語文的認(rèn)知發(fā)展水平和已有知識(shí)經(jīng)驗(yàn),以及考慮到語文學(xué)科的基本特點(diǎn),從三維目標(biāo)出發(fā)為實(shí)現(xiàn)學(xué)生主動(dòng)參與、自主學(xué)習(xí)、優(yōu)化發(fā)展而制定的旨在提高學(xué)生語文能力的導(dǎo)學(xué)方案,是教師引導(dǎo)學(xué)生自主學(xué)習(xí)的一個(gè)重要載體。學(xué)校使用語文導(dǎo)學(xué)案目的是為了提高語文課堂的教學(xué)效率,提高學(xué)生的自主學(xué)習(xí)能力,并在體現(xiàn)學(xué)生主體性的導(dǎo)學(xué)案教學(xué)中提高學(xué)生的語文素養(yǎng)。由于每個(gè)學(xué)校有自己的特點(diǎn)和實(shí)際情況,所以,本研究通過個(gè)案研究的方法,對(duì)w高中的語文導(dǎo)學(xué)案進(jìn)行研究。語文導(dǎo)學(xué)案的研究基礎(chǔ),筆者認(rèn)為建構(gòu)主義學(xué)習(xí)理論、人本主義學(xué)習(xí)理論、合作學(xué)習(xí)理論等教育理論對(duì)語文導(dǎo)學(xué)案課堂教學(xué)的價(jià)值和成效起著至關(guān)重要的作用,理論聯(lián)系實(shí)際,把教育理論不斷應(yīng)用到導(dǎo)學(xué)案教學(xué)中去。w高中語文導(dǎo)學(xué)案實(shí)施的背景,筆者從客觀因素和主觀因素來談,客觀因素包括學(xué)校對(duì)相關(guān)教育類文件的解讀、考試壓力對(duì)提高課堂教學(xué)效率的要求。主觀因素包括學(xué)校受昌樂二中先進(jìn)教學(xué)模式的啟發(fā),學(xué)校領(lǐng)導(dǎo)的嚴(yán)格貫徹執(zhí)行,學(xué)校擁有一批敢于嘗試的優(yōu)秀年輕骨干教師,以及為了方便導(dǎo)學(xué)案實(shí)施而設(shè)計(jì)的學(xué)生座位等等。在導(dǎo)學(xué)案實(shí)施的過程中,W高中取得了不錯(cuò)的效果,主要是促進(jìn)了學(xué)生語言知識(shí)的積累、提高了學(xué)生的閱讀思考能力、營造出對(duì)話式良好教學(xué)氛圍、促進(jìn)了學(xué)生對(duì)學(xué)習(xí)方法的掌握。但是,在實(shí)施過程中也依然存在一些問題,包括師生負(fù)擔(dān)加重、課文教學(xué)忽略整體感知、朗讀環(huán)節(jié)減少、課堂時(shí)間難以把握、學(xué)生思維受到制約等等。本論文針對(duì)W高中語文導(dǎo)學(xué)案在實(shí)施過程中出現(xiàn)的問題,進(jìn)行了反思,提出了一些解決對(duì)策,例如：減少導(dǎo)學(xué)案編寫的量,減少導(dǎo)學(xué)案上習(xí)題的設(shè)置量,給師生減負(fù)減壓；在課堂教學(xué)中重視朗讀,讓學(xué)生從整體感知文本；教師課堂教學(xué)時(shí)要明確目標(biāo),以便掌握調(diào)控課堂的積極主動(dòng)權(quán)；對(duì)語文導(dǎo)學(xué)案要做到合理取舍,選擇性地使用語文導(dǎo)學(xué)案,讓學(xué)生的思維獲得更開拓的發(fā)展。本研究認(rèn)為,W高中語文導(dǎo)學(xué)案的實(shí)施需要學(xué)校、教師、學(xué)生的三方配合,只有他們配合默契,導(dǎo)學(xué)案才有可能獲得發(fā)展。另外,筆者認(rèn)為W高中語文導(dǎo)學(xué)案會(huì)經(jīng)歷一個(gè)“用是為了不用”的過程,最終的目的是使學(xué)生們能積極主動(dòng)地自學(xué),學(xué)生愿學(xué)習(xí)、愛學(xué)習(xí)、會(huì)學(xué)習(xí)。
[Abstract]:The Chinese instruction case is the teacher's analysis of the Chinese curriculum standards, the content of Chinese teaching materials, the level of cognitive development of students' learning Chinese and their existing knowledge and experience, as well as the basic characteristics of the subject of Chinese. In order to realize students' active participation, autonomous learning and optimization of development, it aims to improve students' Chinese ability. It is an important carrier for teachers to guide students to learn independently. The purpose of using Chinese teaching plan in schools is to improve the teaching efficiency of Chinese classroom and improve students' autonomous learning ability. And to improve the students' Chinese literacy in the teaching of guided case, which embodies the students' subjectivity. Because each school has its own characteristics and actual situation, so this study through the method of case study. The author thinks that constructivism learning theory, humanism learning theory. Cooperative learning theory and other educational theories play an important role in the value and effectiveness of Chinese teaching. Applying the educational theory to the teaching of guiding case, the author discusses the background from the objective and subjective factors, which include the interpretation of the relevant educational documents. The subjective factors include that the school is inspired by the advanced teaching mode of Changle No. 2 Middle School and that the school leaders strictly carry out the requirements of the examination pressure to improve the efficiency of classroom teaching. The school has a group of outstanding young backbone teachers who dare to try, as well as student seats designed to facilitate the implementation of the pilot plan. It mainly promotes the accumulation of students' language knowledge, improves students' reading and thinking ability, creates a good atmosphere of dialogue teaching, and promotes students' mastery of learning methods. In the process of implementation, there are still some problems, including the heavier burden on teachers and students, the neglect of the overall perception of text teaching, the reduction of reading links, and the difficulty of grasping classroom time. This paper reflects on the problems in the implementation of the "W" Senior High School Chinese guidance case, and puts forward some countermeasures, such as reducing the amount of the writing of the guiding case. To reduce the setting of exercises on the guide case and reduce the burden and decompression of teachers and students; Pay attention to reading aloud in the classroom teaching, let the students perceive the text from the whole; In order to master the active initiative of regulating and controlling the classroom, the teacher should make clear the goal in the classroom teaching. In order to make a reasonable choice and selective use of Chinese teaching cases, the students' thinking should be developed more. This study holds that the implementation of the Chinese teaching cases in senior high schools needs schools and teachers. Students' tripartite cooperation, only they cooperate with tacit understanding, guiding case can be developed. In addition, the author believes that W senior high school language guidance case will go through a "use is not used" process. The ultimate goal is to enable students to proactively self-study, willing to learn, love to learn, can learn.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 錢麗華;;合理利用導(dǎo)學(xué)案構(gòu)建高效語文課堂[J];語文教學(xué)通訊·D刊(學(xué)術(shù)刊);2014年05期

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本文編號(hào)：1360337