發(fā)布時間：2018-06-10 11:52

  本文選題：小學(xué)教育 + 語文教學(xué)�。� 參考：《重慶師范大學(xué)》2017年碩士論文

【摘要】：自進入二十一世紀,教育界對智慧教育的研究熱情成倍數(shù)的上升,主要以“(教育、教學(xué)、教師)+智慧”等類型為研究主題。其中對智慧課堂的研究開始的時間稍晚,但是在研究的熱情上卻是后來者居上。2001年隨著新一輪課程改革如火如荼的展開,傳統(tǒng)的課堂和教學(xué)都遭遇了巨大的挑戰(zhàn),使得很多一線教師不得不“窮則思變”。正是在這樣的背景下,大多數(shù)一線教師把研究的基點落腳于智慧課堂,因為和傳統(tǒng)課堂相比,智慧課堂更加適應(yīng)時代發(fā)展、學(xué)生發(fā)展和新一輪課程改革的要求。智慧課堂顧名思義,最終的目的不僅是傳授知識,而是在傳授知識同時,還要能夠培養(yǎng)學(xué)生的創(chuàng)造思維、創(chuàng)新能力等具有典型智慧特征方面的能力。小學(xué)語文科目是百科之母,因此本研究選擇以小學(xué)語文智慧課堂建構(gòu)策略為研究主題,以人本主義教育理論和建構(gòu)主義教育理論為指導(dǎo),選取了重慶市某區(qū)三所小學(xué)作為主要的研究對象,采用深入課堂觀察和對教師進行標準化訪談相結(jié)合的研究方法,以小學(xué)語文課堂教學(xué)現(xiàn)狀為依據(jù),從教師、學(xué)生、教學(xué)內(nèi)容、教學(xué)方法等方面闡述了當前我國小學(xué)語文課堂教學(xué)存在的主要問題,并對問題背后的原因進行深度剖析。文章通過對智慧教育、教學(xué)智慧、智慧課堂等相關(guān)理論的梳理,結(jié)合我國小學(xué)語文課堂教學(xué)實際,運用現(xiàn)代教育教學(xué)理論,結(jié)合課堂教學(xué)觀察和調(diào)查的情況,提出了小學(xué)語文智慧課堂建構(gòu)的基本策略,以促進小學(xué)語文課堂教學(xué)改革,提高小學(xué)語文課堂教學(xué)的實效。本研究在對小學(xué)語文課堂進行深入觀察和分析后,發(fā)現(xiàn)目前小學(xué)語文課堂教學(xué)主要存在以下幾方面的問題:(1)課堂教學(xué)缺乏活力。課堂氛圍比較沉悶,教師依然是課堂中心,學(xué)生主體性不夠突出,整堂課依然是老師在唱“獨角戲”。(2)學(xué)生學(xué)習(xí)缺少動力。通過觀察和跟部分同學(xué)的交流發(fā)現(xiàn),因為語文分數(shù)尤其能衡量他們在學(xué)校的表現(xiàn)情況,因此對語文的學(xué)習(xí)都帶有比較大的心理壓力,而不是發(fā)自內(nèi)心的喜歡和感興趣。(3)教學(xué)內(nèi)容比較固化。語文教材的編排因為要照顧到全國各地的普適性,因此在內(nèi)容的選擇上會包含東西南北各方面的要素,但是上課老師不根據(jù)學(xué)校所處位置以及學(xué)生所處階段對語文的教學(xué)內(nèi)容進行處理,化解掉南北差異、東西差異,而以書教書的話,就容易造成教學(xué)內(nèi)容的固化,不靈活。(4)教學(xué)方法不夠新穎。教學(xué)方法的選定要根據(jù)教學(xué)內(nèi)容以及學(xué)生的特點來安排,如果教師只是在課前進行預(yù)設(shè),不管課堂的突發(fā)情況或者學(xué)生的臨堂反應(yīng)如何,不及時調(diào)整教學(xué)方法,就會導(dǎo)致課堂效果不佳,教學(xué)目標難以達成。研究表明,小學(xué)語文課堂教學(xué)存在問題的主要原因表現(xiàn)在以下幾方面:(1)語文課堂過分強調(diào)教師中心。一切以教師為主,學(xué)生缺乏主動性和積極性,處于被動接受知識層面,難以發(fā)揮學(xué)生的創(chuàng)造性和積極性。(2)教師對學(xué)生的學(xué)習(xí)關(guān)注較少。每個學(xué)生存在個體差異,但是現(xiàn)實的情況是學(xué)生一來到課堂似乎就應(yīng)該對語文、對數(shù)學(xué)這些所謂的主科充滿熱情,但可能在學(xué)習(xí)的初期,因為孩子處于抽象思維發(fā)展不太成熟的期間,對語文這種文字較多的課程并不感興趣,這個時候需要教師對學(xué)生的學(xué)習(xí)格外的關(guān)注(3)知識處理方式單一。本就枯燥、抽象的文字對小學(xué)生已經(jīng)是一個比較大的挑戰(zhàn),如果教師再不對內(nèi)容加以多樣化、個性化的處理,那么就會導(dǎo)致學(xué)生對課堂不感興趣,整個語文學(xué)習(xí)情況不佳、學(xué)生的學(xué)習(xí)能力也就難以得到很好的發(fā)展。本研究在對小學(xué)語文課堂教學(xué)存在的問題,并對問題背后的原因進行剖析的基礎(chǔ)上,運用現(xiàn)代教育學(xué)及智慧教育、教學(xué)智慧、智慧課堂等相關(guān)理論,結(jié)合我國小學(xué)語文課堂教學(xué)實際,提出了小學(xué)語文智慧課堂建構(gòu)的基本策略:(1)尊重學(xué)生主體、鼓勵學(xué)生質(zhì)疑。必須徹底貫徹學(xué)生主體思想,積極發(fā)揮他們的主動性,才有挖掘他們內(nèi)心的創(chuàng)造力、思維能力等潛力的可能。(2)創(chuàng)設(shè)智慧情境、促進學(xué)生創(chuàng)新。語文的教學(xué)離不開情境的創(chuàng)設(shè),只有在具體的情境中學(xué)生才能對文字背后的知識自我消化和理解的更加透徹。(3)注重課堂內(nèi)外、提高學(xué)生能力。實踐是檢驗真理的唯一標準,要將課內(nèi)所學(xué)運用到課外實踐,才能真正發(fā)揮學(xué)生的主動性,鍛煉學(xué)生的能力。(4)創(chuàng)新教學(xué)方法、激發(fā)學(xué)生興趣。內(nèi)容的靈活處理、方法的多樣性和有趣性,能夠調(diào)動學(xué)生參與學(xué)習(xí)的積極性,提升他們對學(xué)習(xí)的興趣。為學(xué)生學(xué)好知識,鍛煉能力打下基礎(chǔ),埋下伏筆。(5)培養(yǎng)良好習(xí)慣、孕育學(xué)生智慧。習(xí)慣決定成敗,尤其是小學(xué)階段是為整個學(xué)習(xí)時代打基礎(chǔ)的階段,必須讓學(xué)生在小學(xué)階段養(yǎng)成良好的學(xué)習(xí)習(xí)慣,才能為以后的學(xué)習(xí)取得事半功倍的效果,孕育學(xué)生個人智慧造就可能。由于本研究調(diào)查的學(xué)校樣本較小,訪談的人數(shù)也不多,涉及的學(xué)校及教師較少,不完全具有代表性,所以,本研究中觀察發(fā)現(xiàn)的問題可能存在一定的片面性,對原因的分析也就不夠深刻和透徹,建構(gòu)的小學(xué)語文智慧課堂策略可能不夠全面、不太科學(xué)合理,缺乏針對性和實用性,不完全具有推廣價值,還需要在以后的教學(xué)實踐中不斷的檢驗和反復(fù)的驗證,以使得本研究提出的策略更加具有針對性、實效性和推廣性,更加具有建設(shè)性和發(fā)展性,更加能夠促進小學(xué)語文課堂教學(xué)的改革,提升小學(xué)語文課堂質(zhì)量,促進小學(xué)生語文綜合素養(yǎng)提升。
[Abstract]:Since the twenty-first Century, the enthusiasm of the educational circle of the intellectual education has increased, mainly on the theme of "(education, teaching, teacher) + wisdom" and other types of research. The time for the study of the wisdom class is a little late, but the enthusiasm of the research is in the.2001 year with the new round of curriculum reform. In this context, most of the teachers put the foundation of the research into the wisdom class, because the wisdom class is more adaptable to the development of the times, the development of the students and a new round of curriculum, compared with the traditional class. The ultimate goal is not only to impart knowledge but to impart knowledge at the same time, but also to cultivate students' creative thinking and creative ability. The primary language subject is the mother of encyclopedia. Therefore, this study chooses the strategy for the construction of the wisdom class in primary school language. With the guidance of humanistic education theory and constructivist education theory, three primary schools in a district of Chongqing are selected as the main research objects, and the research methods of combining the classroom observation and the standardized interview with the teachers are adopted, based on the present situation of the primary school Chinese teaching, from the teachers, students, teaching content and teaching. The main problems existing in the primary school Chinese classroom teaching are expounded in the aspects of learning methods and so on, and the reasons behind the problems are deeply analyzed. Through the combing of the related theories, such as wisdom education, teaching wisdom, wisdom class and so on, combined with the practice of Chinese primary school teaching, modern education theory and classroom teaching are combined. In order to promote primary school Chinese classroom teaching reform and improve the effectiveness of primary language classroom teaching, this study finds that there are some problems in primary language classroom teaching in primary school. (1) the classroom teaching lacks vitality. The classroom atmosphere is rather dull, the teacher is still the classroom center, the student's subjectivity is not prominent enough, the whole class is still the teacher singing "the unicorn". (2) the students are lack of motivation to study. The learning of the Chinese language has great psychological pressure, rather than the inner love and interest. (3) the teaching content is more solidified. The arrangement of the Chinese teaching materials will take care of the universality in all parts of the country, so the selection of the content will include the elements of the East, the West, the West and the north, but the teacher does not follow the school's position. To deal with the teaching content of the language in the stage of the students and the students' stage, to dissolve the differences between the north and the South and the difference between the East and the west, and the teaching content is easy to be cured and inflexible. (4) the teaching method is not new enough. The selection of teaching methods should be arranged according to the teaching content and the characteristics of the students, if the teacher is only in the course of the course By default, no matter the sudden situation in the classroom or the students' response to the hall, the teaching method will not be adjusted in time. It will lead to the poor effect of the classroom and the difficult to reach the goal of teaching. The main reasons for the problems in the primary language classroom teaching show in the following aspects: (1) the teacher's center is overemphasized in the Chinese classroom. All of them are teachers. The students are lack of initiative and enthusiasm, they are in the passive acceptance of knowledge, and it is difficult to give full play to the students' creativity and enthusiasm. (2) teachers have less attention to the students' learning. There are individual differences in each student. But the reality is that the students come to the classroom as if they should be Chinese, and are full of enthusiasm for the so-called subject subjects of mathematics. But at the beginning of the study, because the children are not mature in the development of abstract thinking, they are not interested in the more Chinese language courses. This time requires teachers to pay special attention to the students' learning (3) a single way of knowledge processing. If the teacher does not diversify and individualize the content, the students will not be interested in the classroom, the whole language learning is not good, and the students' learning ability will not be well developed. This study is based on the problems existing in the primary school language teaching and the basis for the analysis of the reasons behind the problems. On the basis of the theories of modern pedagogy and wisdom education, teaching wisdom and wisdom class, combined with the actual classroom teaching in primary schools in our country, the basic strategies are put forward: (1) respecting the student body and encouraging the students to question. It is necessary to thoroughly penetrate the students' main ideas and actively play their initiative. The possibility of digging their inner creativity, thinking ability and so on. (2) creating the wisdom situation to promote the students' innovation. The teaching of Chinese can not be separated from the creation of the situation. Only in the specific situation can the middle school students digest and understand the knowledge behind the text more thoroughly. (3) pay attention to the classroom and improve the students' ability. Practice is the test of the truth. The only standard of theory is to apply the lessons in class to extracurricular practice in order to give full play to students' initiative and to exercise students' ability. (4) innovative teaching methods, stimulating students' interest, flexible handling of content, diversity and fun of methods, can mobilize the enthusiasm of students to participate in the study and improve their interest in learning. Good knowledge, exercise ability to lay the foundation, bury the brush. (5) cultivate good habits, nurture the wisdom of students. Habits determine success or failure, especially the primary stage is the basic stage for the whole learning age, it is necessary for students to develop good learning habits in primary school, so as to get twice the result of half the effort and nurture students for future study. There are few school samples in this study, the number of interviews is small, there are few schools and teachers involved, and they are not completely representative. Therefore, the problems found in this study may be one-sided, and the analysis of the reasons is not profound and thorough, and the wisdom classroom strategy of primary school language is constructed. It may not be comprehensive, not scientific and reasonable, lack of pertinence and practicability, and not entirely of popularization value. It also needs to be tested and repeatedly verified in the future teaching practice, so that the strategy proposed in this study is more pertinent, effective and popularized, more constructive and developing, and more capable of promoting little. Learning the reform of Chinese classroom teaching, improving the quality of primary school language classroom, and promoting the comprehensive literacy of primary school students.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.2;G434

【參考文獻】

相關(guān)期刊論文 前10條

1 張建東;;關(guān)于充滿生命活力的小學(xué)語文智慧課堂構(gòu)建研究[J];考試周刊;2016年82期

2 唐燁偉;龐敬文;鐘紹春;王偉;;信息技術(shù)環(huán)境下智慧課堂構(gòu)建方法及案例研究[J];中國電化教育;2014年11期

3 葉瀾;;素質(zhì)教育推進現(xiàn)狀及其原因辨析[J];教育發(fā)展研究;2011年04期

4 顧曉梅;;智慧課堂的意義建構(gòu)[J];江蘇教育研究;2010年05期

5 李曼;;基于社會資本視角的建構(gòu)主義教學(xué)理論研究[J];現(xiàn)代教育科學(xué);2009年09期

6 蔣蓉;;論新課程對小學(xué)語文教師專業(yè)素養(yǎng)的新要求[J];課程.教材.教法;2007年08期

7 杜萍;田慧生;;論教學(xué)智慧的內(nèi)涵、特征與生成要素[J];教育研究;2007年06期

8 程廣文;宋乃慶;;論教學(xué)智慧[J];教育研究;2006年09期

9 胡定榮;對建構(gòu)主義教學(xué)論的歷史、文化與實踐的思考[J];比較教育研究;2005年02期

10 馬錦華;人本主義教學(xué)觀與素質(zhì)教育[J];教育探索;2002年10期

相關(guān)博士學(xué)位論文 前1條

1 王萍;教學(xué)智慧生成研究[D];山東師范大學(xué);2015年

相關(guān)碩士學(xué)位論文 前9條

1 于新會;初中語文“創(chuàng)智課堂”學(xué)習(xí)環(huán)境的創(chuàng)設(shè)[D];華東師范大學(xué);2016年

2 魏靜;論智慧型課堂的建構(gòu)[D];渤海大學(xué);2015年

3 張少明;轉(zhuǎn)識成智：智慧課堂及其生成策略研究[D];福建師范大學(xué);2013年

4 蔡寅亮;建構(gòu)主義教學(xué)理論的中國化研究[D];天津師范大學(xué);2013年

5 劉磊;論語文教師的課堂智慧[D];湖南師范大學(xué);2011年

6 晁紅俠;教師課堂教學(xué)實踐智慧之生成要素研究[D];華東師范大學(xué);2010年

7 張衛(wèi)衛(wèi);智慧課堂及其生成研究[D];陜西師范大學(xué);2009年

8 王群英;語文智慧課堂的探索[D];山東師范大學(xué);2009年

9 鄭子娜;論現(xiàn)代人本主義教育思想及其對我國基礎(chǔ)教育改革的影響[D];福建師范大學(xué);2006年

，

本文編號：2003125