本文關(guān)鍵詞： 故事 小學(xué) 語文教學(xué) 運用策略　出處：《華中師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：故事,是經(jīng)過組織和安排的事件,它的內(nèi)容符合一定的時間順序和因果邏輯關(guān)系。故事密切聯(lián)系于人們的生活,能夠很好的適應(yīng)人們的心理感受和情感體驗。因而,故事不僅能很好的調(diào)動人們的興趣和積極性,而且也有益于人們對周圍事物的體驗,使之產(chǎn)生情感上的共鳴和熏陶。人們對故事的興趣,是基于認(rèn)識和情感需要的一種情緒表現(xiàn)。同時,故事與人們的生活密切聯(lián)系,人們本就生活在故事之中,他們喜歡聽故事和相互傳遞故事,經(jīng)常通過故事來表達(dá)自己的觀點,更能對引起自身情感共鳴的故事記憶深刻。故事與我們的生活密切聯(lián)系,它能夠很好的調(diào)動人們的興趣,引起人們的情緒表現(xiàn)和情感共鳴。故事的這些特點決定了故事的教育功能和價值。在教學(xué)中,教師根據(jù)學(xué)生的特點和具體的教學(xué)內(nèi)容適時的插入相應(yīng)的故事,不僅能夠發(fā)揮故事自身的教育功能,而且故事的引入,有利于激發(fā)學(xué)生的積極性,幫助學(xué)生更好的學(xué)習(xí)和理解知識。因為故事內(nèi)容符合學(xué)生心理需求和發(fā)展特點,故事的引入極大的調(diào)動了學(xué)生的興趣,而故事內(nèi)容能夠引起學(xué)生的情感體驗和共鳴,從而豐富學(xué)生的情感體驗,幫助學(xué)生形成正確的情感價值觀。另一方面,語文學(xué)科自身就充滿語言性,學(xué)科內(nèi)容本就是故事形式,因此將故事運用于教學(xué)也能夠體現(xiàn)語文學(xué)科的特點,激發(fā)學(xué)生的學(xué)習(xí)熱情。因此,教師在教學(xué)中運用故事教學(xué)不僅能夠促進學(xué)生的知識學(xué)習(xí)和情感熏陶,而且也能夠體現(xiàn)學(xué)科特征,體現(xiàn)教學(xué)方式的轉(zhuǎn)變。當(dāng)然,教師要正確有效的運用故事教學(xué)還需要把握一定的方法。只有掌握了科學(xué)合理的策略和手段才能真正實現(xiàn)故事運用于教學(xué)的價值。本文在具體分析故事運用于小學(xué)語文教學(xué)中的突出問題的基礎(chǔ)上,根據(jù)具體的問題提出相應(yīng)的運用策略。本文的具體做法是筆者在分析故事運用的問題的基礎(chǔ)上,立足于人民教育出版社出版的小學(xué)語文教材,結(jié)合小學(xué)生的實際發(fā)展水平和心理特點,并具體分析在教學(xué)實踐中的故事運用的案例,從而對教學(xué)中的故事的運用策略進行具體分析和探索研究。研究的具體表現(xiàn)是首先闡述小學(xué)語文教學(xué)中故事運用的含義及特征。其次說明故事運用于小學(xué)語文教學(xué)中的重要意義。然后主要分析故事運用于小學(xué)語文教學(xué)中的突出問題及其原因。最后根據(jù)具體的問題提出相應(yīng)的策略。將故事運用于小學(xué)語文教學(xué)中時要做好故事的選取和呈現(xiàn)策略,把握好不同類型故事的分析策略,并具體落實好故事運用于不同教學(xué)目標(biāo)和教學(xué)過程的基本策略。
[Abstract]:A story is an event that is organized and arranged, and its contents conform to a certain order of time and causal logic. The story is closely related to people's lives and can be adapted to people's psychological and emotional experiences. Stories are not only good at arousing people's interest and enthusiasm, but also good for people's experience of things around them, making them emotionally resonate and edifying. People's interest in stories, It's an emotional expression based on awareness and emotional need. At the same time, stories are closely related to people's lives, and people are already living in stories. They like to listen to stories and pass on stories to each other, and often express their views through stories. It is more profound to remember stories that resonate with our own emotions. Stories are closely related to our lives, and they can mobilize people's interest very well. The characteristics of the story determine the educational function and value of the story. In teaching, the teacher inserts the corresponding story according to the students' characteristics and the specific teaching contents. It can not only give play to the educational function of the story itself, but also the introduction of the story can stimulate the enthusiasm of the students and help the students to learn and understand knowledge better, because the content of the story conforms to the psychological needs and development characteristics of the students. The introduction of the story greatly arouses the students' interest, and the content of the story can cause the students' emotional experience and resonance, thus enrich the students' emotional experience, help students to form the correct emotional values. On the other hand, The subject of Chinese itself is full of language, and the content of the subject is the form of story. Therefore, the application of story in teaching can also reflect the characteristics of the subject of Chinese and arouse the students' enthusiasm for learning. The use of story teaching by teachers in teaching can not only promote students' knowledge learning and emotional edification, but also reflect the characteristics of the subject and the changes in teaching methods. Teachers need to grasp certain methods to use story teaching correctly and effectively. Only by mastering scientific and reasonable strategies and means can the value of story application in teaching be realized. On the basis of the outstanding problems in the teaching of Chinese, Based on the analysis of the problems in the use of the story, the author based on the people's Education Publishing House published the primary school Chinese teaching materials. Combining with the actual development level and psychological characteristics of primary school students, and analyzing the case of story application in teaching practice, The concrete manifestation of the study is to expound the meaning and characteristics of story application in Chinese teaching in primary school. Secondly, to explain the use of story in Chinese teaching in primary school. The significance of learning. Then the main analysis of the story in primary school Chinese teaching problems and their causes. Finally, according to the specific problems put forward the corresponding strategies. The story in primary Chinese teaching should be done well. Strategies for selecting and presenting stories, Grasp the analysis strategies of different types of stories, and implement the basic strategies of applying stories to different teaching objectives and teaching process.
【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】：2016
【分類號】：G623.2

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