【摘要】：支架式教學(xué)是近些年興起,以建構(gòu)主義理論為指導(dǎo)思想、來源于蘇聯(lián)心理學(xué)家維果斯基“最近發(fā)展區(qū)”理論的一種教學(xué)理念或教學(xué)模式。它主張引導(dǎo)者對較復(fù)雜的問題幫助學(xué)習(xí)者建立能夠理解的“支架式”概念框架,使學(xué)習(xí)者能夠僅依靠自己力量沿著“支架”逐步攀升,進(jìn)而完成更為復(fù)雜的概念學(xué)習(xí)。因此,支架式教學(xué)認(rèn)為在課堂中教師處于引導(dǎo)者的地位而不是傳統(tǒng)教學(xué)中的主導(dǎo)地位,學(xué)生應(yīng)占主體地位,與新課標(biāo)理念提倡的師生關(guān)系不謀而合,支架式教學(xué)運(yùn)用于日常的課堂教學(xué)尤其是高中寫作教學(xué)有著得天獨(dú)厚的優(yōu)勢。首先,教師方面：隨著新課改的深入開展,許多一線語文教師并不滿足于傳統(tǒng)的灌輸式教學(xué),而是開始不斷探尋對學(xué)生內(nèi)化知識并獲得終身學(xué)習(xí)能力有利的教學(xué)模式,此時(shí),支架式教學(xué)理論慢慢成熟且在中國廣泛傳播；其次,支架式教學(xué)以其自身的優(yōu)越性備受教師們的贊賞,以其可操作性強(qiáng)備受學(xué)生們的青睞。高中作文教學(xué)一直存在不少弊端：教師教學(xué)觀念、教學(xué)方式陳舊,正如“教人未見意趣,必不樂學(xué)”；學(xué)生學(xué)習(xí)作文方法錯(cuò)誤導(dǎo)致成效差,產(chǎn)生恐懼心理；很多作文模仿痕跡重,粗看文采斐然,實(shí)則內(nèi)容浮夸,但確莫名能在考試中獲得高分,這在一定程度上助長了學(xué)生急功近利心態(tài),在以后的寫作中只模仿甚至摘抄優(yōu)秀作文以期獲得高分而并不是穩(wěn)扎穩(wěn)打、穩(wěn)步前進(jìn)……支架式教學(xué)理念若運(yùn)用得當(dāng)可以有效彌補(bǔ)傳統(tǒng)課堂下高中語文作文教學(xué)的缺陷。本文主要從四個(gè)方面進(jìn)行探討研究。首先,仔細(xì)查閱相關(guān)學(xué)術(shù)成果,借鑒前人經(jīng)驗(yàn)并據(jù)此提出自己的觀點(diǎn)。其次,結(jié)合筆者六年的師范生涯學(xué)習(xí)成果及一年的從教經(jīng)驗(yàn),進(jìn)行高一語文寫作教學(xué)中存在的主要問題及成因分析論述。再次,筆者探索在支架式教學(xué)模式的指導(dǎo)下,高中語文教學(xué)能凸顯哪些優(yōu)越性。接著,在新課標(biāo)的指導(dǎo)下,筆者結(jié)合高一學(xué)生寫作存在問題進(jìn)行相關(guān)解決策略研究,舉適當(dāng)例子以及分析支架式教學(xué)模式的運(yùn)用與單純模仿的差別來論證支架式教學(xué)模式的可行性,最后得到有關(guān)支架式教學(xué)模式運(yùn)用到寫作課堂中需注意相關(guān)問題的啟示。本文試圖在分析支架式教學(xué)模式的內(nèi)涵、特征、優(yōu)點(diǎn)以及在實(shí)際課堂教學(xué)中可能遇到障礙的基礎(chǔ)上來論證該教學(xué)模式對高一語文作文教學(xué)或者說高中作文教學(xué)具有一定的普適性,并在論證過程中形成自己獨(dú)特的想法,以期指導(dǎo)今后的實(shí)踐教學(xué)。
[Abstract]:Scaffolding teaching is a kind of teaching idea or teaching mode which is developed in recent years and is guided by constructivism theory and originated from the theory of "proximal development zone" of Soviet psychologist Vygoski. It advocates that the guide can help learners to establish a "scaffolding" conceptual framework that can be understood, so that learners can gradually climb along the "scaffold" on their own strength, and then complete more complex conceptual learning. Therefore, the scaffolding teaching believes that teachers are in the leading position in the classroom instead of the leading position in the traditional teaching, and the students should occupy the main position, which coincides with the teacher-student relationship advocated by the new curriculum standard. Scaffolding teaching has a unique advantage in daily classroom teaching, especially in high school writing teaching. First of all, teachers: with the further development of the new curriculum reform, many first-line Chinese teachers are not satisfied with the traditional infusion teaching, but start to explore the teaching mode which is beneficial to the students' internalization of knowledge and the ability of lifelong learning. The theory of scaffolding teaching is mature and widely spread in China. Secondly, scaffolding teaching is appreciated by teachers for its own advantages, and is favored by students for its strong maneuverability. There are many disadvantages in composition teaching in senior high school: teachers' teaching ideas and teaching methods are old, just like "learning without interest", students' mistakes in composition methods lead to poor results and fear; A lot of composition imitates the trace heavy, rough look at the literary brilliance, actually the content is pompous, but really can get the high score in the examination, this has encouraged the student to be eager for success and instant profit mentality to some extent, In later writing only imitated or even copied excellent composition in order to get high scores, not steady, steady progress. The theory of scaffolding teaching can effectively remedy the defects of Chinese composition teaching in high school under the traditional classroom. This article mainly carries on the research from four aspects. First of all, carefully review the relevant academic results, learn from previous experience and put forward their own views. Secondly, the author analyzes the main problems and causes in the teaching of Chinese writing in senior high school by combining the achievements of six years of teachers' career and one year's teaching experience. Thirdly, the author explores the advantages of Chinese teaching in senior high school under the guidance of scaffolding teaching mode. Then, under the guidance of the new curriculum standard, the author carries on the related solution strategy research combined with the senior one students' writing problems. Taking appropriate examples and analyzing the difference between the use of scaffolding teaching model and the simple imitation, the feasibility of scaffolding teaching model is demonstrated. Finally, the enlightenment of the application of scaffolding teaching model to writing classroom is obtained. This paper attempts to analyze the connotation and characteristics of the scaffolding teaching model. On the basis of the advantages and obstacles that may be encountered in the actual classroom teaching, it is proved that the teaching model has certain universality for the composition teaching in senior one or senior high school, and its own unique ideas are formed in the process of argumentation. In order to guide the practice of teaching in the future.
【學(xué)位授予單位】：華中師范大學(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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