本文選題：新課改 + 語文課堂　； 參考：《江西師范大學(xué)》2015年碩士論文

【摘要】：世紀(jì)之交,教育部于1999年5月啟動了我國基礎(chǔ)教育新一輪改革,并在2001年6月頒布《基礎(chǔ)教育改革綱要(試行)》。新課改指引倡導(dǎo)新的教育理念,探索新的教育方式。十多年來,我們欣喜地看到,基礎(chǔ)教育在新課改的滋養(yǎng)中煥發(fā)著活力,初中語文課堂教學(xué)面貌煥然一新,也為寫作教學(xué)注入了新鮮血液,開創(chuàng)了教學(xué)新篇章。但是,不可否認(rèn),寫作教學(xué)仍是語文教學(xué)的一大難題,作文始終都是學(xué)生的一塊心病,這成了師生共同的痛。情境教學(xué)是以“情感”為紐帶的教學(xué)方法,是師生進(jìn)行良好溝通的橋梁。它根據(jù)寫作要求和學(xué)生認(rèn)知發(fā)展特點(diǎn)創(chuàng)設(shè)具體可感的教學(xué)場景,營造和諧的教學(xué)氛圍,誘發(fā)學(xué)生寫作動機(jī)。在教學(xué)過程中,重視學(xué)生的情感體驗(yàn),保證學(xué)生的主體地位,調(diào)動學(xué)生積極參與教學(xué)活動,實(shí)現(xiàn)對學(xué)生本身的關(guān)注,促進(jìn)學(xué)生全面發(fā)展。本文基于新課程改革背景和初中寫作教學(xué)的現(xiàn)狀,以初中情境作文教學(xué)為核心,在相關(guān)理論指導(dǎo)下,試圖構(gòu)建起寫作教學(xué)的新模式,找到科學(xué)的解決途徑,從而提升學(xué)生寫作能力,提高教師教學(xué)效率。筆者對初中情境作文教學(xué)研究分為四個部分來論述:第一章是緒論,簡要闡述了本研究的緣由、有關(guān)情境教學(xué)的國內(nèi)外研究、研究意義以及研究方法。第二章是對本研究做概述,主要界定了核心概念并對相關(guān)概念作辨析,總結(jié)了初中作文教學(xué)的特點(diǎn)及教學(xué)目標(biāo)。第三章在分析初中寫作教學(xué)的現(xiàn)狀的基礎(chǔ)上,通過對理論依據(jù)以及初中寫作教學(xué)要求這兩方面的闡釋確定引入情境教學(xué)的必要性,從而引出初中情境作文教學(xué)的實(shí)施過程。第四章首先闡述了情境作文教學(xué)的實(shí)施原則,其次對初中情境作文教學(xué)的具體實(shí)施過程進(jìn)行論述,共分為五個過程,教師創(chuàng)設(shè)情境、學(xué)生浸入情境、整合情境寫作、走出情境批改、復(fù)入情境評價,這五個操作步驟形成完整的教學(xué)體系,為教師提供指導(dǎo)和借鑒。
[Abstract]:At the turn of the century, the Ministry of Education launched a new round of basic education reform in May 1999, and promulgated the outline of basic Education Reform (trial) in June 2001. The new curriculum reform guidelines advocate new educational ideas and explore new educational methods. For more than a decade, we have been glad to see that basic education is enlivening in the nourishment of the new curriculum reform, and the Chinese classroom teaching in junior high school has taken on a new look, which has also injected fresh blood into the teaching of writing and opened a new chapter in teaching. However, there is no denying that writing teaching is still a big problem in Chinese teaching. Composition is always a student's heart disease, which has become the common pain of teachers and students. Situational teaching is a teaching method based on emotion, which is a bridge for teachers and students to communicate well. According to the requirements of writing and the characteristics of students' cognitive development, it creates concrete and sensible teaching scenes, creates a harmonious teaching atmosphere, and induces students' writing motivation. In the process of teaching, we should pay attention to the students' emotional experience, ensure the students' main position, arouse the students' active participation in teaching activities, realize the attention to the students themselves, and promote the students' all-round development. Based on the background of the new curriculum reform and the present situation of the writing teaching in junior high school, this paper takes the situational composition teaching in junior high school as the core, under the guidance of relevant theories, tries to construct a new mode of writing teaching and find a scientific solution. So as to improve the students' writing ability, improve the teaching efficiency of teachers. The research on situational composition teaching in junior high school is divided into four parts: the first chapter is the introduction, briefly expounds the reason of this study, the domestic and foreign research on situational teaching, the significance of the research and the research methods. The second chapter is an overview of this study, mainly defining the core concepts and related concepts, summed up the characteristics of junior high school composition teaching and teaching objectives. On the basis of analyzing the present situation of writing teaching in junior high school, the third chapter determines the necessity of introducing situational teaching through explaining the theoretical basis and the requirements of writing teaching in junior high school, thus leads to the implementation process of situational composition teaching in junior high school. The fourth chapter first expounds the implementation principles of situational composition teaching, and then discusses the concrete implementation process of situational composition teaching in junior high school, which is divided into five processes: teachers create situation, students immerse in situation, and integrate situational writing. Go out of the situation correction, re-into the situation evaluation, these five operational steps form a complete teaching system to provide guidance and reference for teachers.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.34

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本文編號：1974214