本文選題：交互式 + 書法教學(xué)�。� 參考：《北華大學(xué)》2015年碩士論文

【摘要】：上個世紀(jì)70年代,教學(xué)模式在逐步的演化中出現(xiàn)了一種新的模式——交互式教學(xué),這種教學(xué)方式將學(xué)生的感受放在主要位置,在教學(xué)活動中偏向于學(xué)生的主觀能動性與溝通交流,尤其是教師與學(xué)生、學(xué)生與學(xué)生之間的互動,即交互式教學(xué)模式將教學(xué)重點由“教”轉(zhuǎn)變?yōu)椤皩W(xué)”。書法是我國傳統(tǒng)文化的瑰寶,應(yīng)當(dāng)在中小學(xué)教育中予以普及與教導(dǎo)。通過對中小學(xué)生開展書法教育,不僅可以促使他們養(yǎng)成良好的寫作習(xí)慣、完善寫作技能,而且可以培養(yǎng)學(xué)生了解中華文明,抒發(fā)愛國情懷。傳統(tǒng)書法教學(xué)過程中,學(xué)生以特定字帖模式入手,往往與學(xué)生真實意愿相違背,導(dǎo)致學(xué)生對書法學(xué)習(xí)產(chǎn)生怠性。本著因材施教與經(jīng)驗自然主義美學(xué)教育的原則,本研究擬建交互式教學(xué)模式引入到書法教學(xué)中,圍繞該教學(xué)模式,展開了以下三大問題的探討:(1)如何在書法教學(xué)中應(yīng)用交互式教學(xué)模式;(2)交互式教學(xué)模式的應(yīng)用是否有利于提高學(xué)生對書法的學(xué)習(xí)興趣;(3)交互式教學(xué)模式的應(yīng)用是否有利于提高學(xué)生的書法水平。本文借助文獻(xiàn)研究、調(diào)查研究等方法對這一主題開展了深入研究。通過對長春汽車區(qū)第五學(xué)校小學(xué)部四年級兩個班級的教學(xué)實驗,對實驗班開展“四段”“六步”式教學(xué),即“四段”為觀察階段、體驗階段、表現(xiàn)階段、提升階段,“六步”為:提供學(xué)習(xí)自助單、微視技法演示、學(xué)生體驗書寫教師一對一輔導(dǎo)、命題創(chuàng)作、作品評價、課外閱讀;對控制班的教學(xué)方法保持原有方式,從唐楷入手,采用傳統(tǒng)的描紅、臨摹,注重培養(yǎng)學(xué)生對于筆畫轉(zhuǎn)折的領(lǐng)會。通過實驗前問卷調(diào)查,以獲得學(xué)生對書法的了解程度、喜歡程度以及認(rèn)知程度,得出兩個班級在以上方面認(rèn)知相當(dāng),可以進(jìn)行對比實驗;通過實驗后對實驗班進(jìn)行問卷調(diào)查,可以得出交互式教學(xué)方式得到了學(xué)生的認(rèn)可與喜歡,能夠調(diào)動學(xué)生學(xué)習(xí)書法的積極性;通過最后的作品評分,選擇其他三位非任課教師對學(xué)生作品進(jìn)行評分,比較兩班得分均值之間的差異性,得出交互式書法教學(xué)對提高學(xué)生的書法水平起到了顯著作用,也即在書法教學(xué)中采取交互式教學(xué)模式是非�？尚械�。
[Abstract]:In the 1970s, a new mode of teaching, interactive teaching, emerged in the gradual evolution of the teaching model, which put students' feelings in the main position. In teaching activities, it is inclined to students' subjective initiative and communication, especially the interaction between teachers and students, students and students, that is, the interactive teaching mode changes the teaching emphasis from "teaching" to "learning". Calligraphy is the treasure of Chinese traditional culture and should be popularized and taught in primary and secondary education. By carrying out calligraphy education to primary and middle school students, we can not only promote them to form good writing habits and perfect writing skills, but also cultivate students to understand Chinese civilization and express their patriotic feelings. In the process of traditional calligraphy teaching, the students begin with the specific patterns of calligraphy posts, which are often contrary to the students' real wishes, which leads to students' lassitude in calligraphy learning. Based on the principle of teaching students in accordance with their aptitude and the aesthetic education of empirical naturalism, this study intends to introduce the interactive teaching model into the teaching of calligraphy. This paper discusses the following three major problems: how to apply the interactive teaching model in calligraphy teaching? (whether the application of the interactive teaching model is conducive to enhancing students' interest in calligraphy learning?) the application of the interactive teaching model is: Is it helpful to improve the students' calligraphy. In this paper, with the help of literature research, investigation and other methods to carry out in-depth research on this subject. Through the teaching experiment of two classes in the fourth grade of the primary school of the Fifth School of Changchun Automobile District, the "four paragraphs" and "six steps" of teaching are carried out in the experimental class, that is, the "four paragraphs" as the observation stage, the experience stage, the performance stage, and the promotion stage. The "six steps" are to provide self-help learning, micro-visual technique demonstration, one-to-one tutoring, proposition creation, work evaluation and extra-curricular reading by the student experience writing teacher; and to maintain the original teaching method of the control class, starting with Tang Kai. Use the traditional red, copying, pay attention to training students to understand the twist of stroke. Through the questionnaire survey before the experiment, to obtain the students' understanding degree, like degree and cognitive degree of calligraphy, it is concluded that the two classes have the same cognition in the above aspects, can carry on the contrast experiment; through the experiment, carry on the questionnaire survey to the experimental class, It can be concluded that the interactive teaching method has been recognized and liked by the students, which can arouse the enthusiasm of the students to learn calligraphy; through the final work score, the other three non-course teachers are selected to score the students' works. By comparing the differences between the average scores of the two classes, it is concluded that interactive calligraphy teaching plays a significant role in improving students' calligraphy level, that is, it is very feasible to adopt interactive teaching mode in calligraphy teaching.
【學(xué)位授予單位】：北華大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.955

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本文編號：1979336