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  本文選題：PISA閱讀　切入點：PISA評量理念　出處：《寧波大學(xué)》2015年碩士論文

【摘要】：提問是教師最常用的教學(xué)策略,也是閱讀教學(xué)設(shè)計與課堂教學(xué)組織不可或缺的手段,對閱讀教學(xué)的有效性以及學(xué)生閱讀素養(yǎng)的培養(yǎng)有著直接的關(guān)聯(lián)。而在語文閱讀教學(xué)過程中,教師課堂提問存在著提問目的不明確、提問順序混亂、提問水平過低等問題。它們對于學(xué)生養(yǎng)成敏捷的信息把握和處理能力,對新事物的理解力和開闊的視野,批判性思維方式以及通過閱讀參與社會活動的現(xiàn)代公民意識有著明顯的消極負(fù)面影響。在這信息化與知識經(jīng)濟的后工業(yè)時代,對于學(xué)生培養(yǎng)的能力提出了以往不同的要求,PISA閱讀評量代表了這種國際基礎(chǔ)教育發(fā)展的方向與趨勢。因此試圖借鑒PISA閱讀評量的價值取向,來觀照當(dāng)下語文教師課堂提問的設(shè)計的現(xiàn)狀,教師課堂提問應(yīng)基于PISA閱讀評量理念而采取認(rèn)知層次差異策略,系統(tǒng)地進(jìn)行課堂閱讀提問的設(shè)計。本論文主要包括四個部分:第一章為緒論。說明本論文PISA閱讀與課堂提問問題提出的背景,研究的目的以及意義;綜述我國對PISA閱讀的研究現(xiàn)狀以及教師課堂提問設(shè)計的研究現(xiàn)狀;并探討本論文研究的思路與方法。第二章為界定核心概念,概述PISA閱讀評量以及教師課堂提問設(shè)計的理論基礎(chǔ)。首先分析PISA閱讀素養(yǎng)的理念,并提出了“訪問和檢索”的接碼能力、“整合和解釋”的解碼能力以及“反思和評價”的語用能力;其次定義教師課堂提問設(shè)計的概念,并探討了教師課堂設(shè)計的依據(jù)及其功能。第三章為本研究的學(xué)理探析部分。通過PISA閱讀價值觀來分析教師課堂提問的現(xiàn)實圖景,主要分為三個方面:第一,從教學(xué)的目標(biāo)、教學(xué)的內(nèi)容、教學(xué)的過程以及教學(xué)的評價這四個維度來探究當(dāng)前中學(xué)語文閱讀教學(xué)的問題;第二,厘清當(dāng)前教師課堂提問設(shè)計所存在的四方面問題;第三,分析了PISA閱讀評量的四方面閱讀教學(xué)價值取向,學(xué)生本位的閱讀素養(yǎng)、反思評價的言語實踐、認(rèn)知水平的閱讀歷程以及綜合分析的標(biāo)準(zhǔn)體系。第四章為本論文的實踐設(shè)計與反思部分。依據(jù)PISA閱讀評量理念對《背影》和《孔乙己》兩個文本進(jìn)行教師課堂提問設(shè)計與分析,在此基礎(chǔ)上提出了改進(jìn)教師課堂提問設(shè)計的策略。
[Abstract]:Questioning is the most commonly used teaching strategy for teachers, as well as an indispensable means for the design of reading teaching and classroom teaching organization. It is directly related to the effectiveness of reading teaching and the cultivation of students' reading literacy. There are some problems in teachers' classroom questioning, such as unclear purpose of questioning, confusion of the order of questioning, low level of questioning, etc. They can help students develop the ability to grasp and deal with information quickly, understand new things and broaden their horizons. The critical thinking mode and the modern civic consciousness of participating in social activities through reading have obvious negative effects. In the post-industrial era of information and knowledge economy, This paper puts forward different requirements for the ability of students' training. PISA reading evaluation represents the direction and trend of the development of international basic education. Therefore, this paper attempts to draw lessons from the value orientation of PISA reading evaluation. To look at the current situation of Chinese teachers' classroom questioning design, teachers' classroom questioning should be based on the concept of PISA reading evaluation and adopt cognitive level difference strategy. This thesis mainly includes four parts: the first chapter is the introduction. It explains the background, the purpose and the significance of the PISA reading and questioning questions in class. This paper summarizes the research status of PISA reading and teachers' classroom questioning design in China, and discusses the ideas and methods of this thesis. The second chapter is to define the core concepts. This paper summarizes the theoretical basis of PISA reading evaluation and teachers' classroom questioning design. Firstly, it analyzes the concept of PISA reading literacy. The paper also puts forward the ability of access and retrieval, the decoding ability of "integration and interpretation" and the pragmatic ability of "reflection and evaluation". Secondly, it defines the concept of teacher's classroom question design. It also discusses the basis and function of teacher classroom design. The third chapter is the theoretical analysis part of this study. Through the PISA reading values to analyze the realistic picture of teachers' classroom questioning, there are three main aspects: first, from the teaching objectives, Teaching content, teaching process and teaching evaluation of these four dimensions to explore the current middle school Chinese reading teaching problems; second, to clarify the current teachers in the design of the four aspects of classroom questions; third, This paper analyzes the four aspects of reading teaching value orientation of PISA reading evaluation, student-oriented reading literacy, reflective evaluation of speech practice, The reading process of cognitive level and the standard system of comprehensive analysis. Chapter four is the practical design and reflection part of this thesis. According to the concept of reading evaluation of PISA, the author designs and analyzes the two texts of "back" and "Kong Yiji". On the basis of this, the paper puts forward some strategies to improve the design of teachers' classroom questioning.
【學(xué)位授予單位】：寧波大學(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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本文編號：1663287