本文關(guān)鍵詞： 新課程 小學(xué)語文積累學(xué)習(xí) 積累學(xué)習(xí)建議　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：小學(xué),作為學(xué)生接受正規(guī)教育的初始階段,為其終身發(fā)展奠基。語文是小學(xué)生接受基礎(chǔ)教育的基礎(chǔ)性課程,積累在其學(xué)習(xí)過程中發(fā)揮重要作用。學(xué)生的語文情知技能是通過拼音、識字與寫字、課內(nèi)外閱讀、寫話習(xí)作、口語表達(dá)交流和綜合實踐活動等學(xué)習(xí)逐步積累形成和提高的。另外,小學(xué)生認(rèn)知發(fā)展特點適宜進(jìn)行積累學(xué)習(xí),但關(guān)于積累學(xué)習(xí)什么和怎么積累的研究較模糊,缺乏系統(tǒng)性。尤其,隨著新課程改革的逐步推進(jìn),當(dāng)前課堂教學(xué)傾向于開展轟轟烈烈的多樣性的活動,課后注重多寫多背多練,缺乏系統(tǒng)的方法指導(dǎo)和有效的監(jiān)控評價策略。語文積累學(xué)習(xí)僅局限于簡單機(jī)械的朗讀抄寫、背誦默寫等方式,現(xiàn)狀堪憂。本文由五部分組成：緒論部分,明確本文的選題緣由,闡釋研究目的和意義,總結(jié)研究現(xiàn)狀,理清研究思路和研究方法。第一部分,教有定性,學(xué)有其理。該部分明確語文積累學(xué)習(xí)是什么、以何釋之何以必要的問題。結(jié)合本文的研究目的,對語文積累學(xué)習(xí)進(jìn)行概念界定：綜合語文、積累和語文積累三個方面,概括語文積累學(xué)習(xí)的內(nèi)涵；總結(jié)歸納語文積累學(xué)習(xí)的四個基本特征,全面展現(xiàn)其外延；并從不同角度對其進(jìn)行分類,深化對內(nèi)涵的理解。最后,對語文積累學(xué)習(xí)的理論基礎(chǔ)及重要意義做出詳細(xì)闡述,明確語文積累學(xué)習(xí)的學(xué)理基礎(chǔ)。第二部分,教之有跡,學(xué)之有徑。該部分探究小學(xué)語文積累學(xué)習(xí)的內(nèi)容,回答學(xué)什么、不學(xué)什么的問題。梳理《義務(wù)教育語文課程標(biāo)準(zhǔn)》中課程總目標(biāo)和各課程模塊目標(biāo),搜集新課標(biāo)版、人教版等有代表性的小學(xué)語文畢業(yè)試卷,分析并明確其中有關(guān)積累學(xué)習(xí)的內(nèi)容。第三部分,教之有難,學(xué)之有疑。該部分調(diào)查和分析小學(xué)語文積累學(xué)習(xí)的現(xiàn)狀,明確教和學(xué)存在的問題。通過問卷,討論學(xué)生的語文積累學(xué)習(xí)認(rèn)識、態(tài)度、方法和運用；利用教師訪談?wù){(diào)查,從意識和實踐層面了解教師對學(xué)生語文積累學(xué)習(xí)的指導(dǎo)現(xiàn)狀。第四部分,教之得法,學(xué)之有招。該部分研究改進(jìn)學(xué)生語文積累學(xué)習(xí)的方法,回答怎么教和如何學(xué)的問題。在明確調(diào)查發(fā)現(xiàn)的語文積累學(xué)習(xí)問題的基礎(chǔ)上,從理念和實踐兩個方面提出建議：樹立正確的語文積累學(xué)習(xí)理念和構(gòu)建合理的教學(xué)指導(dǎo)過程�？傊�,通過本文,希冀明確小學(xué)語文積累學(xué)習(xí)的內(nèi)容,了解學(xué)生的語文積累學(xué)習(xí)和教師指導(dǎo)積累學(xué)習(xí)的現(xiàn)狀,為學(xué)生的自主積累提供方向,使教師的教學(xué)指導(dǎo)更具針對性。
[Abstract]:Primary school, as the initial stage of students receiving formal education, lays the foundation for their lifelong development. Chinese is the basic curriculum for primary school students to receive basic education. Accumulation plays an important role in the process of learning. Students' Chinese knowledge skills are through pinyin, literacy and writing, reading and writing in and out of class. Oral communication and comprehensive practical activities and other learning gradually accumulated and improved. In addition, the cognitive development characteristics of primary school students are suitable for cumulative learning, but the study on what and how to accumulate learning is vague. In particular, with the gradual advancement of the new curriculum reform, the current classroom teaching tends to carry out vigorous and diverse activities, pay attention to writing more than memorizing more practice after class. Lack of systematic method guidance and effective monitoring and evaluation strategy. Language accumulation learning is limited to simple mechanical reading, reciting silent writing and other ways, the situation is worrying. This paper consists of five parts: introduction. Clear the reason of this topic, explain the purpose and significance of the study, summarize the current situation of research, clarify the research ideas and research methods. The first part, teaching qualitative, learning has its own principles. This part is clear what the accumulation of language learning is. According to the research purpose of this paper, we define the concept of Chinese accumulation learning: comprehensive language, accumulation and language accumulation, generalize the connotation of language accumulation learning; Summing up the four basic characteristics of the accumulation of Chinese learning, comprehensively showing its extension; And from different angles to classify it, deepen the understanding of the connotation. Finally, the theoretical basis and significance of Chinese accumulation learning is elaborated in detail, and the theoretical basis of language accumulation learning is clarified. Part two. This part explores the content of Chinese accumulation in primary school, answers the question of what to learn and does not learn. Combing the general goal of the curriculum and the objectives of each curriculum module in the compulsory Education Chinese Curriculum Standard. Collect the representative primary school language graduation papers, such as the new curriculum standard version, the people education version, and analyze and clarify the contents of the accumulated learning. Part three, teaching difficulties. This part investigates and analyzes the present situation of Chinese accumulation learning in primary schools, and clarifies the problems existing in teaching and learning. Through the questionnaire, it discusses the students' knowledge, attitude, methods and application of language accumulation learning; Using the teacher interview investigation, from the consciousness and the practice level to understand the teacher to the student Chinese accumulation study instruction present situation. 4th part, the teaching obtains, the study has the plan. This part studies the improvement student language accumulation study method. Answer the questions about how to teach and learn. From the concept and practice of two aspects of advice: to establish a correct language accumulation learning concept and to build a reasonable teaching guidance process. In short, through this article, we hope to clarify the content of primary school language accumulation learning. To understand the current situation of students' language accumulation and teachers' guidance and learning, to provide direction for students' self-accumulation, and to make teachers' teaching guidance more targeted.
【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】：G623.2

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