本文選題：中學(xué)語文　切入點(diǎn)：同課異構(gòu)　出處：《云南師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：新課程改革為語文教育的發(fā)展帶來了新的契機(jī)和挑戰(zhàn),而“同課異構(gòu)”教學(xué)活動(dòng)也作為一種嶄新的教學(xué)活動(dòng)形式在新課程背景下應(yīng)運(yùn)而生�！巴n異構(gòu)”在本質(zhì)上追求課堂教學(xué)的個(gè)體性、差異性和多樣性,關(guān)注學(xué)生學(xué)情,尊重學(xué)生個(gè)性,充分發(fā)揮教師在教學(xué)中的主體性和創(chuàng)造性,強(qiáng)調(diào)教師在教學(xué)中學(xué)習(xí),在比較中發(fā)現(xiàn)問題,學(xué)習(xí)他人優(yōu)點(diǎn),從而有效增強(qiáng)新課改過程中教師的參與度,促進(jìn)教師專業(yè)成長,提高課堂教學(xué)的有效性。簡單來說“同課異構(gòu)”就是針對同一教學(xué)內(nèi)容由一位教師或幾位教師進(jìn)行幾次不同的備課和講授。通過“同課異構(gòu)”這一方式,教師自身教學(xué)理念,多樣的教學(xué)方法、教學(xué)風(fēng)格等得以展現(xiàn)。通過對幾堂課的交流、比較、反思,為教師搭建起對話和學(xué)習(xí)平臺(tái),實(shí)現(xiàn)教師經(jīng)驗(yàn)共享、優(yōu)勢互補(bǔ)、共同進(jìn)步。語文屬于人文學(xué)科,語文教學(xué)中文本解讀的多元性,使得語文“同課異構(gòu)”較其他學(xué)科“同課異構(gòu)”具有更大的開展價(jià)值。本研究對中學(xué)語文“同課異構(gòu)”教學(xué)活動(dòng)實(shí)施的理論基礎(chǔ)、實(shí)施的意義以及實(shí)施原則進(jìn)行了論述。通過問卷及訪談?wù){(diào)查,分析并總結(jié)出目前中學(xué)語文“同課異構(gòu)”教學(xué)活動(dòng)存在的問題。在教師層面存在著教師參與積極性不高,對于“同課異構(gòu)”活動(dòng)認(rèn)識(shí)上不足或存在誤區(qū),活動(dòng)的主題在活動(dòng)過程中得不到體現(xiàn),教師間缺乏有效的合作,活動(dòng)過程不完整等問題。在學(xué)校層面存在著學(xué)校對“同課異構(gòu)”教學(xué)活動(dòng)重視程度不夠,開展“同課異構(gòu)”活動(dòng)的形式單一,學(xué)校對活動(dòng)的引導(dǎo)不足,“同課異構(gòu)”評價(jià)機(jī)制不完善的問題。這些問題影響了中學(xué)語文“同課異構(gòu)”教學(xué)活動(dòng)的有效性。針對調(diào)查中發(fā)現(xiàn)的這些問題,筆者經(jīng)過研究和考慮,從兩個(gè)層面提出了提高“同課異構(gòu)”教學(xué)活動(dòng)有效性的策略:教師應(yīng)該改變自身觀念積極主動(dòng)參與,在參與時(shí)正確處理好“同課異構(gòu)”活動(dòng)中“同”與“異”關(guān)系,明確活動(dòng)主題并圍繞活動(dòng)主題展開活動(dòng)的各個(gè)環(huán)節(jié),培養(yǎng)合作意識(shí)、加強(qiáng)團(tuán)體合作,落實(shí)活動(dòng)各個(gè)環(huán)節(jié),保證活動(dòng)的完整性。學(xué)校層面應(yīng)該提供政策支持與制度保障,為教師搭建有效平臺(tái),開展多種組織方式的“同課異構(gòu)”教學(xué)活動(dòng),加強(qiáng)對活動(dòng)的實(shí)效指導(dǎo),優(yōu)化教師評價(jià)機(jī)制,激發(fā)教師熱情。
[Abstract]:The new curriculum reform has brought new opportunities and challenges to the development of Chinese education. As a new form of teaching activity, the teaching activity of "isomerism of the same course" emerges as the times require under the background of the new curriculum. In essence, the "isomerism of the same course" pursues the individuality, diversity and diversity of classroom teaching, and pays close attention to the students' learning situation. Respecting students' personality, giving full play to teachers' subjectivity and creativity in teaching, emphasizing teachers' learning in teaching, finding problems in comparison, learning the advantages of others, thus effectively enhancing teachers' participation in the process of new curriculum reform. To promote the professional growth of teachers and improve the effectiveness of classroom teaching. In short, "isomerism of the same lesson" means that the same teaching content is prepared and taught several times by one teacher or several teachers. Teachers' own teaching ideas, various teaching methods and teaching styles can be displayed. Through the exchange, comparison and reflection of several classes, the teachers can build a dialogue and learning platform to share their experiences and complement each other's advantages. Common progress. Chinese belongs to the humanities subject, and the interpretation of Chinese text in Chinese teaching is pluralistic, It makes the Chinese "isomerism of the same course" more valuable than other subjects "isomerism of the same subject". The theoretical basis of the implementation of the teaching activity of the "isomerism of the same lesson" in the middle school Chinese is discussed in this paper. This paper discusses the significance of implementation and the principles of implementation. Through questionnaire and interview investigation, the paper analyzes and summarizes the problems existing in the teaching activities of "same class heterogeneity" in middle school Chinese at present. At the level of teachers, teachers' participation enthusiasm is not high. For the "isomerism of the same lesson" activities on the lack of understanding or misunderstanding, the activities of the theme in the process of activities can not be reflected, the lack of effective cooperation between teachers, At the school level, there is a lack of attention to the teaching activities of "isomerism of the same lesson", and the form of "isomerism of the same class" is single. The insufficient guidance of school to the activities and the imperfect evaluation mechanism of "isomerism of the same class" have affected the effectiveness of the teaching activities of the "isomerism of the same class" in middle school. In view of these problems found in the investigation, the author has studied and considered these problems. This paper puts forward the strategies to improve the effectiveness of the teaching activities of "isomerism of the same lesson" from two aspects: teachers should change their own ideas and actively participate in the teaching activities, and correctly handle the relationship between "same" and "different" in the activities of "isomerism of the same lesson". Define the theme of the activity and carry out each link of the activity around the theme of the activity, cultivate the consciousness of cooperation, strengthen the group cooperation, carry out each link of the activity, ensure the integrality of the activity. The school level should provide policy support and system guarantee. To set up an effective platform for teachers, to carry out various teaching activities of "isomerism of the same lesson", to strengthen the practical guidance of the activities, to optimize the evaluation mechanism of teachers, and to stimulate teachers' enthusiasm.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3

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