本文選題：群文閱讀 + 教學模式�。� 參考：《廣西師范大學》2015年碩士論文

【摘要】：義務教育階段語文新課程標準的實施,對中小學語文的閱讀課程從質(zhì)和量上提出了更高的要求。而傳統(tǒng)的語文閱讀課堂模式,主要還是一篇課文接著一篇課文的文選式教學,因此無論從閱讀量上還是教學效果來看,都難以滿足新課標的要求,亟需改革。在此背景下,群文閱讀教學,以其閱讀數(shù)量多,課堂容量大的優(yōu)勢；以注重培養(yǎng)學生自主的課外閱讀能力為目標的特點,引起了許多語文教育工作者的關(guān)注。面對這一新生事物,許多專家學者已經(jīng)投入精力,著手研究完善。本研究以一定的教學思想和理論為指導,力圖構(gòu)建三類實現(xiàn)不同教學目標的群文閱讀教學模式。論文由四部分構(gòu)成。第一部分主要介紹群文閱讀這一概念的含義,以及這一教學理念的產(chǎn)生及發(fā)展現(xiàn)狀。群文閱讀概念由臺灣趙鏡中教授首先提出,這一閱讀教學方式,聯(lián)系著課內(nèi)閱讀與課外閱讀,發(fā)揮著一種承上啟下的重要作用。群文閱讀的教學理念一經(jīng)提出,就引起了許多語文教育工作者的關(guān)注與研究。但現(xiàn)階段對群文閱讀的原理、特點和具體功效等的認識,還并不十分明白。本研究的目的就致力于構(gòu)建實現(xiàn)不同教學目標的群文閱讀教學模式。第二部分主要介紹了群文閱讀教學模式建設的依據(jù)及研究方法與意義。實現(xiàn)特定的教學目標是確定群文閱讀課堂教學模式的核心因素,一定的教學思想或理論是確定群文閱讀課堂教學模式的指導。這兩個因素揭示了本研究要建構(gòu)三種不同群文閱讀教學模式的必要性和原因。本研究力圖為群文閱讀的課堂教學探索一些可供模仿的范式,將教學理論與教學實踐結(jié)合起來,形成一座溝通二者的橋梁,這也是本研究的意義所在。第三部分是本研究最主要的內(nèi)容。這一部分根據(jù)不同的教學目標,構(gòu)建了三種不同的群文閱讀課堂教學模式,并從理論依據(jù)、操作程序、實現(xiàn)條件等方面對這三種模式作了較為詳細的說明。首先是側(cè)重于知識與技能目標的“一置兩評三環(huán)節(jié)”學導群文閱讀課堂教學模式。該模式以學生發(fā)展為本的現(xiàn)代教學論、奧蘇貝爾的有意義學習理論以及控制論中的及時反饋原理為理論依據(jù),以“一置”“兩評”“三環(huán)節(jié)”作為該模式構(gòu)成的要素。其中的“一置”是指課堂教學內(nèi)容應前置,“兩評”是指以學論教,師生兩評,“三環(huán)節(jié)”是指該模式課堂結(jié)構(gòu)的三個環(huán)節(jié)。其次構(gòu)建了側(cè)重于過程與方法目標的“四動”群文閱讀課堂教學模式。該模式以認知心理學為其理論依據(jù),以教學過程中的“四動”作為模式構(gòu)成的要素。“四動”具體的含義是指“教師動手”“學生動口”“師生動腦”“學生動筆”,其重心在于強調(diào)“動”,也就是實踐。最后還構(gòu)建了側(cè)重于情感態(tài)度與價值觀目標的情能遷移群文閱讀課堂教學模式。該模式以人本主義心理學、活動課程理論作為其理論基礎,以“創(chuàng)設誘發(fā)情景”“激發(fā)相應感情”“陶冶學生情操”為課堂主要結(jié)構(gòu),最終達到“實現(xiàn)情能轉(zhuǎn)化”的目的。針對這三種不同的教學模式,最后還通過一些典型的課例說明了具體在實踐中的操作運用。第四部分說明了第三部分構(gòu)建的群文閱讀教學模式與傳統(tǒng)閱讀教學模式的區(qū)別。兩者之間的差別主要體現(xiàn)在教學指導思想、教學任務功能目標、教學內(nèi)容組織、教學程序設計四個方面。最后,通過教育實驗的方法比較了本研究所構(gòu)建的群文閱讀教學模式與傳統(tǒng)閱讀教學模式實際效果的差異。實踐證明,本文所構(gòu)建的群文閱讀教學模式與傳統(tǒng)的語文閱讀教學模式相比有一定的優(yōu)勢,對學生閱讀能力的提高有比較明顯的作用。
[Abstract]:The implementation of the new curriculum standard of Chinese in compulsory education stage puts forward higher demands on the quality and quantity of the reading course of Chinese and primary schools, and the traditional Chinese reading classroom mode is mainly a text after a text, so it is difficult to meet the new curriculum standard in terms of reading and teaching effect. In this context, in this context, the teaching of group reading, with the advantages of reading a lot of reading, and having a large capacity in class, has attracted many Chinese educators' attention in order to pay attention to the training of students' independent reading ability, and many experts and scholars have put their energy into the study. This study, guided by certain teaching ideas and theories, tries to construct three types of teaching mode of teaching reading for different teaching objectives. The thesis is composed of four parts. The first part mainly introduces the meaning of the concept of group reading, and the emergence and development of this teaching concept. The concept of group reading is the first of Professor Zhao Jingzhong in Taiwan. First, this reading teaching method, which is linked to reading and reading in class, plays an important role. The teaching idea of group reading has aroused the attention and research of many Chinese educators. However, at the present stage, the understanding of the original theory, characteristics and specific efficacy of the reading of the text is not very good at the present stage. The purpose of this study is to construct the teaching mode of reading group reading for different teaching objectives. The second part mainly introduces the basis and research methods and significance of the construction of the teaching mode of group reading, and the realization of the specific teaching objectives is the core factors of the class reading classroom teaching mode, and some teaching ideas or theories. The two factors reveal the necessity and reasons for the construction of three different reading teaching modes in this study. This study tries to explore some imitative paradigms for the classroom teaching in the group reading, and combine the teaching theory with the teaching practice to form a communication two. Bridge, this is the significance of this study. The third part is the main content of this study. According to the different teaching objectives, this part constructs three different class reading classroom teaching modes, and gives a more detailed description of the three modes from the theoretical basis, the operation procedure, the realization conditions and so on. The first is to focus on the knowledge. The "one set of two comments and three links" of knowledge and skills aims to read classroom teaching mode. This model is based on the modern teaching theory based on student development, Ausubel's meaningful learning theory and the principle of timely feedback in cybernetics as the theoretical basis, and the "one" "two comments" and "three rings" as the elements of the model. The "one set" means that the content of classroom teaching should be prefaced. "Two comments" refers to the teaching of learning and the two comments of teachers and students. The "three rings" refers to the three links of the class structure of the model. Secondly, it constructs a "four moving" Reading Classroom teaching mode focusing on the process and method goals. The model takes cognitive psychology as its theoretical basis. The "four movements" in the course of teaching is the key element of the model. The specific meaning of "four movements" refers to "teacher hands-on", "student movement", "students move to the brain" and "students move on". The focus of the "movement" is to emphasize "movement", that is, practice. The model is based on humanistic psychology and activity curriculum theory as its theoretical basis. The main structure of the classroom is "creating the induced situation", "stimulating the corresponding feelings" and "edifying the students' sentiment" as the main structure of the class, and finally achieving the goal of "realizing the transformation of the situation". In the end, the three different teaching modes are also passed through some typical examples. The fourth part explains the difference between the teaching mode of group reading and the traditional reading teaching mode in the third part. The difference between the two parts is mainly reflected in the teaching guiding ideology, the function goal of the teaching task, the teaching content group and the teaching program design, and the last, through the four aspects. The method of educational experiment compares the difference between the teaching mode of the group text reading and the actual effect of the traditional reading teaching mode. The practice has proved that the group reading teaching mode constructed in this paper has some advantages compared with the traditional Chinese reading teaching mode, and has a more obvious effect on the improvement of students' reading ability.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.33

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