本文選題：語文教學 + 探究性閱讀　； 參考：《山東師范大學》2015年碩士論文

【摘要】：所謂語文探究性閱讀教學即學生在教師的引導下，以問題為主導，充分發(fā)揮學生學習的主人意識，化被動為主動，化消極為積極，通過一系列與老師同學的合作、交流、探索，解答問題，最終完成對文本意義的理解，促進學生知、情、意、行的發(fā)展。主問題概念則是由余映潮先生最先提出的，他認為所謂主問題即是“相對于課堂上隨意的連問、簡單的追問和習慣性的碎問而言的，它指的是課文研讀教學中能‘牽一發(fā)而動全身’的重要的提問或問題。”語文探究性閱讀教學加入主問題設計才能更好的發(fā)揮其預定的作用，因此，充分了解探究性閱讀教學以及主問題設計的特點及功能就顯得勢在必行，在此基礎上，尋找“契合點”，將二者有機的融合在一起。如果對這兩方面分析的不夠透徹的話，生硬的將二者堆砌在一起，可能就會變成無謂的“嫁接”，絲毫發(fā)揮不了其應有的作用。當今語文課堂的肢解語文、一講到底、零敲碎打的積習和弊病，嚴重影響了素質教育的進程和評價，語文課程改革也就成為了一句口號。 語文閱讀課堂是一向遭受詬病較多，究其根源則是仁者見仁智者見智。第八次基礎教育課程改革自2001年起就在我國掀起了一陣改革的狂潮，關于語文閱讀教學的規(guī)定性要求明確提出為“自主、合作、探究”，因此，倡導探究性閱讀教學是必要也是必須的。然而，探究性閱讀教學的極端化走向也使得廣大語文教育工作者和研究者對此進行了與時俱進的考量，將主問題再一次引入到探究性閱讀課堂之中也就顯得順理成章。鑒于此，本文擬在對于探究性以及主問題等前人研究的基礎之上，以閱讀教學為范圍，力求使二者交流耦合，以最終達到促進學生發(fā)展的目的。 本文立足于語文探究性課堂教學的現狀，基于主問題設計強大的意義和價值，將主問題引入到探究性課堂之中，著重探討的是主問題在探究性閱讀課堂的有效應用。從主問題設計應該遵循的“度”——角度、難度、準度、力度出發(fā)設計主問題，并從問題照應、課堂興奮和學生活動三方面檢測主問題的質量。另外，本論文還探討了主問題對于課堂結構的作用以及其運用有效性的考究問題。探究性課堂以充分發(fā)揮教師主導作用、學生主體作用的顯著特征在素質教育的推行中大放異彩，問題、合作、討論等也成為其關鍵詞。而主問題是在課堂中起牽一發(fā)而動全身作用的關鍵問題，將主問題引進探究性課堂的基本目標就是提高問題的有效性及可探究性，，問題一旦設計合理，那么圍繞其中的討論、合作也必將更上一層樓。這種主問題設計的理念也契合了泰勒的目標設計模式的中心思想——重視目標的作用，即重視主問題的作用，從而最終從根本上實現促進全體學生全面發(fā)展乃至實現課程改革、促進社會進步的終極目標。
[Abstract]:The so-called Chinese inquiry reading teaching means that under the guidance of the teacher, the students take the problem as the leading factor, give full play to the master consciousness of the students' learning, turn the passive into the active, and turn the negative into the positive. Through a series of cooperation with teachers and classmates, the students can communicate and explore. Answer questions, finally complete the understanding of the meaning of the text, promote the development of students' knowledge, emotion, meaning and behavior. The concept of the main question was first put forward by Mr. Yu Yingchao, who believed that the so-called main question is "compared with the random questions in the classroom, simple questioning and habitual questioning." It refers to important questions or questions that are able to 'lead the whole body' in text reading teaching. " It is imperative to fully understand the characteristics and functions of the inquiry reading teaching and the design of the main problems, and on this basis, it is imperative to add the main problem design to the teaching of Chinese inquiry reading, so it is imperative to fully understand the characteristics and functions of the inquiry reading teaching and the design of the main problems. Looking for a "point of convergence", the two organic fusion together. If the analysis of these two aspects is not thorough enough, it may turn into a meaningless "grafting", and it will not play its due role. The dismemberment of Chinese in today's Chinese classroom, in the end, has seriously affected the process and evaluation of quality education, and the reform of Chinese curriculum has become a slogan. Chinese reading classroom has always been criticized, the root of which is different from benevolence and wisdom. Since 2001, the eighth basic education curriculum reform has set off a frenzy of reform in our country. The stipulation requirement of Chinese reading teaching is clearly put forward as "independence, cooperation and inquiry". It is necessary and necessary to advocate inquiry reading teaching. However, the extreme trend of inquiry reading teaching also makes many Chinese educators and researchers consider it with the times, and it is logical to introduce the main problem into the inquiry reading class again. In view of this, on the basis of the previous researches on inquiry and main problems, this paper aims at making the communication and coupling of reading teaching as the scope, so as to achieve the goal of promoting the development of students. Based on the present situation of Chinese inquiry classroom teaching and the powerful significance and value of the main question design, this paper introduces the main question into the inquiry classroom, and focuses on the effective application of the main question in the inquiry reading class. The main problem is designed from the angle of "degree", difficulty, accuracy and strength of the main problem design, and the quality of the main problem is tested from three aspects: problem reference, classroom excitement and student activity. In addition, this paper also discusses the role of the main problem in the classroom structure and the effectiveness of its application. In order to give full play to the teacher's leading role in the inquiry classroom, the prominent characteristics of the student's main body function are also the key words in the implementation of the quality education, such as brilliant, problems, cooperation, discussion, etc. But the main problem is the key problem that plays a role in the whole body in the classroom. The basic goal of introducing the main question into the inquiry classroom is to improve the effectiveness and the inquiring nature of the problem. Once the question is designed reasonably, then the discussion around it will be centered on it. Cooperation is bound to rise to a higher level. This idea of the main problem design also accords with the central idea of Taylor's goal design pattern, that is, to attach importance to the role of the goal, that is, to attach importance to the role of the main problem, so as to ultimately realize the promotion of the overall development of all students and even the realization of curriculum reform. The ultimate goal of promoting social progress.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.3

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本文編號：1814908