延吉市一中語文課堂教學(xué)中小組合作學(xué)習(xí)現(xiàn)狀調(diào)查分析
發(fā)布時間：2018-07-21 19:24
【摘要】：我國從九十年代初期開始,便在課堂上嘗試運用小組活動進行教學(xué),《基礎(chǔ)教育課程改革綱要(試行)》強調(diào)“改變以往課程在實施過程中形成的死記硬背、重復(fù)訓(xùn)練的教學(xué)習(xí)慣,鼓勵學(xué)生積極參與、主動探究、善于自己動手,鍛煉他們搜集資料和處理問題的能力、學(xué)習(xí)和接受新知的能力,此外還要培養(yǎng)他們交流與合作的能力�！薄秶鴦�(wù)院關(guān)于基礎(chǔ)教育改革與發(fā)展的決定》中也提出了類似要求：“提倡合作學(xué)習(xí),推動學(xué)生之間彼此交流、一起成長、使教師和學(xué)生能夠教學(xué)相長�！币虼�,越來越多的教師都接受并采用小組合作學(xué)習(xí)這一有效的教學(xué)策略。在這一教育模式背景下,本研究以延吉市一中語文小組合作學(xué)習(xí)這一教學(xué)策略運用的真實情況為出發(fā)點,找到制約語文小組合作學(xué)習(xí)發(fā)展的原因、問題,并對其進行分析,找出有效的解決方法,希望可以為延吉市一中語文小組合作學(xué)習(xí)的改革與進步提供一些幫助。本論文以合作教育理論、教學(xué)工學(xué)理論、社會互賴?yán)碚摓檠芯炕A(chǔ),通過文獻研究法、問卷調(diào)查法對延吉市一中語文課堂教學(xué)中小組合作學(xué)習(xí)現(xiàn)狀進行調(diào)查,對他們?nèi)〉玫某煽兒痛嬖诘膯栴}在調(diào)查的基礎(chǔ)上進行分析,找出問題存在的原因,最后提出延吉市一中課堂教學(xué)中小組合作學(xué)習(xí)改進的建議。論文通過問卷分別對老師和學(xué)生展開調(diào)查,分析了延吉市一中語文課堂教學(xué)中小組合作學(xué)習(xí)取得的成績：小組合作學(xué)習(xí)實現(xiàn)了傳統(tǒng)教學(xué)方式的轉(zhuǎn)變、小組合作學(xué)習(xí)豐富了學(xué)生的學(xué)習(xí)生活、小組合作學(xué)習(xí)提高了學(xué)生的語文學(xué)習(xí)成績、小組合作學(xué)習(xí)拓展了教學(xué)改革的新領(lǐng)域。結(jié)合以上調(diào)查,從學(xué)生、教師、學(xué)�？偨Y(jié)出延吉市一中語文課堂教學(xué)中小組合作學(xué)習(xí)存在的問題：學(xué)生缺乏合作學(xué)習(xí)意識或自制能力差；老師對合作學(xué)習(xí)認(rèn)識不足、在組織和建設(shè)小組方面做得比較粗糙、小組合作學(xué)習(xí)占據(jù)課堂時間不夠合理、教師的監(jiān)督和指導(dǎo)工作做得不夠細致、評價方法無法摒棄傳統(tǒng)教學(xué)中存在的弊��；學(xué)校領(lǐng)導(dǎo)缺乏關(guān)于小組合作學(xué)習(xí)的整體認(rèn)識、強硬措施使得小組合作學(xué)習(xí)過于形式、學(xué)校評判小組合作學(xué)習(xí)成果的辦法不合理。針對這三方面存在的問題進行成因分析：學(xué)生缺乏合作意識和合作技能；教師未能有效地組建和協(xié)調(diào)合作小組、對合作學(xué)習(xí)理論缺乏深入研究、在小組合作學(xué)習(xí)中缺乏對學(xué)生的指導(dǎo)；學(xué)校的落實流于形式、在落實中未結(jié)合本校實際、教師缺乏系統(tǒng)的培訓(xùn)。通過以上調(diào)查總結(jié)分析,對延吉市一中語文課堂教學(xué)中小組合作學(xué)習(xí)提出建議,學(xué)生方面：培養(yǎng)學(xué)生的合作意識、培養(yǎng)小組合作技能；教師方面：提升教師的專業(yè)知識素養(yǎng)、自覺學(xué)習(xí)理論知識,提高自身素質(zhì)、構(gòu)建科學(xué)優(yōu)化的合作學(xué)習(xí)小組、指導(dǎo)學(xué)生小組合作學(xué)習(xí)的方法,合理評價學(xué)生的行為；學(xué)校方面：注重教師的培養(yǎng)、小組合作教學(xué)要切合學(xué)校的實際情況、小組合作教學(xué)要建立合理的管理和評價體系。本研究不但可以使小組合作學(xué)習(xí)的相關(guān)理論更加豐富,而且還能完善語文教學(xué)理論。使語文課堂教學(xué)中小組合作學(xué)習(xí)這一模式的運用過程中,能夠少走彎路,朝著正確的方向成功推行與開展。
[Abstract]:Since the beginning of the early 90s, China has tried to use group activities to teach in the classroom. < basic education curriculum reform outline > > emphasizes "changing the rote of the past curriculum in the process of implementation, repeated training of the teaching habits, encouraging students to actively participate and explore, be good at doing their own work, and exercise their collection." The ability to material and deal with problems, to learn and accept new knowledge, and to develop their ability to communicate and cooperate. "The State Council's decision on basic education reform and development has also put forward similar requirements:" promoting cooperative learning, promoting students to communicate with each other, growing together, so that teachers and students can teach each other. " Therefore, more and more teachers accept and adopt the effective teaching strategy of group cooperative learning. Under the background of this educational model, this study is based on the actual situation of the application of the cooperative learning strategy of the Chinese Chinese group in Yanji. This paper is based on the theory of cooperative education, the theory of teaching and engineering, the theory of social interdependence, and the research method of document research and inquiry into the group of Chinese classroom teaching in the first Chinese language in Yanji city. This paper is hoped to provide some help for the reform and progress of the cooperative learning of the one Chinese language group in Yanji. The present situation of cooperative learning is investigated. On the basis of their achievements and existing problems, the reasons are analyzed to find out the reasons for the problems. Finally, the suggestions on the improvement of the primary and middle school teaching combination in the first class of Yanji are put forward. The paper investigates the teachers and students by the questionnaire and analyzes the Chinese language class in Yanji. Group cooperative learning achieved the transformation of traditional teaching methods, group cooperative learning enriched the students' learning life, group cooperative learning improved the students' Chinese learning achievement. Group cooperative learning expanded the new field of teaching reform. The school summarizes the problems in the primary and middle school Chinese classroom teaching in Yanji. The students lack the consciousness of cooperative learning or the poor self-control, the teachers lack the knowledge of the cooperative learning, the organization and the construction group are rough, the group cooperative learning is not reasonable, the teacher's supervision and guidance work is not enough. Not meticulously done, the evaluation method can not abandon the shortcomings of the traditional teaching; the school leaders lack the overall understanding of the group cooperative learning, the tough measures make the group cooperative learning too form, the method of the school evaluation group cooperative learning results is unreasonable. The causes of the three aspects of the problems are analyzed: Students Lack of cooperative awareness and cooperation skills; teachers' failure to effectively organize and coordinate cooperation groups, lack of in-depth study of cooperative learning theory, lack guidance to students in group cooperative learning; the implementation of schools in the form of teachers' lack of system training in the implementation of the school. Suggestions are made on the small and medium combination of Chinese classroom teaching in the first Chinese language in Yanji. Students are trained to cultivate students' cooperative awareness and team cooperation skills. Teachers should improve their professional knowledge, learn theoretical knowledge and improve their own quality, construct a scientific and optimized cooperative study group, and guide the cooperation of the student group. The method of learning and reasonable evaluation of the behavior of the students; in school, we should pay attention to the training of the teachers, the cooperative teaching of the group should conform to the actual situation of the school, and the cooperative teaching of the group should set up a reasonable management and evaluation system. This study not only makes the related theories of the group cooperative learning more rich, but also perfect the Chinese teaching theory. In the process of applying the mode of small group learning in Chinese classroom teaching, we can take fewer detours and carry out successfully in the right direction.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3
本文編號：2136600
[Abstract]:Since the beginning of the early 90s, China has tried to use group activities to teach in the classroom. < basic education curriculum reform outline > > emphasizes "changing the rote of the past curriculum in the process of implementation, repeated training of the teaching habits, encouraging students to actively participate and explore, be good at doing their own work, and exercise their collection." The ability to material and deal with problems, to learn and accept new knowledge, and to develop their ability to communicate and cooperate. "The State Council's decision on basic education reform and development has also put forward similar requirements:" promoting cooperative learning, promoting students to communicate with each other, growing together, so that teachers and students can teach each other. " Therefore, more and more teachers accept and adopt the effective teaching strategy of group cooperative learning. Under the background of this educational model, this study is based on the actual situation of the application of the cooperative learning strategy of the Chinese Chinese group in Yanji. This paper is based on the theory of cooperative education, the theory of teaching and engineering, the theory of social interdependence, and the research method of document research and inquiry into the group of Chinese classroom teaching in the first Chinese language in Yanji city. This paper is hoped to provide some help for the reform and progress of the cooperative learning of the one Chinese language group in Yanji. The present situation of cooperative learning is investigated. On the basis of their achievements and existing problems, the reasons are analyzed to find out the reasons for the problems. Finally, the suggestions on the improvement of the primary and middle school teaching combination in the first class of Yanji are put forward. The paper investigates the teachers and students by the questionnaire and analyzes the Chinese language class in Yanji. Group cooperative learning achieved the transformation of traditional teaching methods, group cooperative learning enriched the students' learning life, group cooperative learning improved the students' Chinese learning achievement. Group cooperative learning expanded the new field of teaching reform. The school summarizes the problems in the primary and middle school Chinese classroom teaching in Yanji. The students lack the consciousness of cooperative learning or the poor self-control, the teachers lack the knowledge of the cooperative learning, the organization and the construction group are rough, the group cooperative learning is not reasonable, the teacher's supervision and guidance work is not enough. Not meticulously done, the evaluation method can not abandon the shortcomings of the traditional teaching; the school leaders lack the overall understanding of the group cooperative learning, the tough measures make the group cooperative learning too form, the method of the school evaluation group cooperative learning results is unreasonable. The causes of the three aspects of the problems are analyzed: Students Lack of cooperative awareness and cooperation skills; teachers' failure to effectively organize and coordinate cooperation groups, lack of in-depth study of cooperative learning theory, lack guidance to students in group cooperative learning; the implementation of schools in the form of teachers' lack of system training in the implementation of the school. Suggestions are made on the small and medium combination of Chinese classroom teaching in the first Chinese language in Yanji. Students are trained to cultivate students' cooperative awareness and team cooperation skills. Teachers should improve their professional knowledge, learn theoretical knowledge and improve their own quality, construct a scientific and optimized cooperative study group, and guide the cooperation of the student group. The method of learning and reasonable evaluation of the behavior of the students; in school, we should pay attention to the training of the teachers, the cooperative teaching of the group should conform to the actual situation of the school, and the cooperative teaching of the group should set up a reasonable management and evaluation system. This study not only makes the related theories of the group cooperative learning more rich, but also perfect the Chinese teaching theory. In the process of applying the mode of small group learning in Chinese classroom teaching, we can take fewer detours and carry out successfully in the right direction.
【學(xué)位授予單位】：延邊大學(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：2136600
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