本文關(guān)鍵詞：人教版初中語(yǔ)文小說(shuō)課文后作業(yè)認(rèn)知過(guò)程維度研究　出處：《西華師范大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

  更多相關(guān)文章： 認(rèn)知過(guò)程 小說(shuō) 課文后作業(yè) 人教版初中語(yǔ)文

【摘要】：課文后作業(yè)作為語(yǔ)文教材的組成部分,在語(yǔ)文教材中占有重要地位。論文以近年來(lái)對(duì)語(yǔ)文課文后作業(yè)研究為基礎(chǔ),以布盧姆新分類(lèi)學(xué)中的認(rèn)知過(guò)程理論為依據(jù),對(duì)人教版初中語(yǔ)文小說(shuō)課課文后作業(yè)進(jìn)行梳理和分析,以期為教材編寫(xiě)者的練習(xí)設(shè)計(jì)和語(yǔ)文教師的“教”、學(xué)生的“學(xué)”提供參考。第一部分側(cè)重于對(duì)編制語(yǔ)文課文后作業(yè)理論進(jìn)行介紹和類(lèi)型劃分,具體從宏觀、微觀和現(xiàn)實(shí)角度指出布盧姆認(rèn)知過(guò)程維度在中國(guó)教育領(lǐng)域的積極影響。同時(shí)指出布盧姆認(rèn)知過(guò)程理論對(duì)初中語(yǔ)文小說(shuō)課文后作業(yè)設(shè)計(jì)和使用的啟發(fā)意義。第二部分主要是從微觀的層面,對(duì)七-九年級(jí)小說(shuō)課文后“研討與練習(xí)”部分的分布情況,進(jìn)行各認(rèn)知過(guò)程的梳理。論文依據(jù)認(rèn)知過(guò)程維度的六個(gè)類(lèi)目及其十九個(gè)亞類(lèi)對(duì)小說(shuō)課文后作業(yè)的分布情況進(jìn)行統(tǒng)計(jì),分析了人教版初中語(yǔ)文小說(shuō)課文后作業(yè)在貫徹執(zhí)行新課程標(biāo)準(zhǔn)的新理念方面的優(yōu)點(diǎn),以及各認(rèn)知過(guò)程練習(xí)題分布不均的不足。第三部分主要是對(duì)初中語(yǔ)文教材編寫(xiě)的設(shè)計(jì)和語(yǔ)文教師、學(xué)生的使用提出意見(jiàn)。指出小說(shuō)課文后作業(yè)的設(shè)計(jì)既要注意考慮全面系統(tǒng)性和個(gè)別針對(duì)性的結(jié)合,又要注意體現(xiàn)出題目類(lèi)型的多樣性、數(shù)量的均衡性和結(jié)構(gòu)上的層次性;語(yǔ)文教師要充分挖掘小說(shuō)課文后作業(yè)在增長(zhǎng)學(xué)生知識(shí)和培養(yǎng)各項(xiàng)語(yǔ)文能力方面的價(jià)值;同時(shí)還指出,學(xué)生利用小說(shuō)課文后作業(yè)來(lái)進(jìn)行課前預(yù)習(xí)和課后鞏固。
[Abstract]:The text after the operation as a part of Chinese teaching materials, plays an important role in language teaching. Thesis in recent years on the Chinese text after the operation on the basis of Bloom, a new taxonomy of the cognitive process in theory, analyzing the junior middle school Chinese novel text after the industry, in order to textbooks the design and practice of Chinese teachers "teaching", to provide reference for students to "learn". The first part focuses on the introduction and classification on the compilation of Chinese text after the operation theory, specifically from the macro, micro and realistic point of positive influence of Bloom cognitive process dimension in China education field. Bloom also pointed out that the cognitive process theory on the significance and use of the junior middle school Chinese homework design novel text. The second part is mainly from the micro level, the seven - grade nine novel text "seminar The distribution and practice section, the cognitive process of combing. Based on the cognitive process dimension of six categories and nineteen sub categories of the distribution of work after the novel text statistics, analysis of the junior middle school Chinese homework in the novel text to implement the advantages of the new concept of the new curriculum standard. And the cognitive process of practice problems of uneven distribution. The third part is mainly written in Chinese textbook of junior high school Chinese teachers design and put forward the views of students, the use of novel text. It is pointed out that the design work should be considered comprehensively and a pin to the combination, but also reflects the diversity of question types that level of balance and structure on the number of Chinese teachers; to fully exploit the novel text after the operation in the cultivation of students' knowledge and growth of Chinese ability value; at the same time It is also pointed out that students use the text of the text to make pre class preview and consolidate after class.

【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前4條

1 張春莉,高民;布盧姆認(rèn)知領(lǐng)域教育目標(biāo)分類(lèi)學(xué)在中國(guó)十年的回顧與反思[J];華東師范大學(xué)學(xué)報(bào)(教育科學(xué)版);1996年01期

2 溫立三;;初中語(yǔ)文新教材練習(xí)設(shè)計(jì)的變化及處理建議[J];中小學(xué)教材教學(xué);2002年11期

3 吳紅耘;皮連生;;修訂的布盧姆認(rèn)知教育目標(biāo)分類(lèi)學(xué)的理論意義與實(shí)踐意義——兼論課程改革中“三維目標(biāo)”說(shuō)[J];課程.教材.教法;2009年02期

4 張永祥;;初中語(yǔ)文教科書(shū)練習(xí)設(shè)計(jì)中存在的問(wèn)題及反思[J];語(yǔ)文建設(shè);2007年02期

相關(guān)碩士學(xué)位論文 前2條

1 謝云燕;新課標(biāo)語(yǔ)文版初中語(yǔ)文教科書(shū)課后練習(xí)的評(píng)析與使用[D];福建師范大學(xué);2009年

2 呂小莉;從認(rèn)知過(guò)程維度研究語(yǔ)文課后練習(xí)設(shè)計(jì)[D];重慶師范大學(xué);2012年

，

本文編號(hào)：1364546