本文選題：小學(xué)語文　切入點(diǎn)：童話教學(xué)　出處：《內(nèi)蒙古師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：作為兒童文學(xué)的經(jīng)典,童話陪伴很多人度過了童年并對(duì)他們產(chǎn)生了深刻的影響,在探討小學(xué)語文童話教學(xué)的理論基礎(chǔ)之上,以呼和浩特市蘇虎街實(shí)驗(yàn)小學(xué)的童話教學(xué)為例,調(diào)查了該小學(xué)師生的童話教學(xué)現(xiàn)狀,分析了其中存在的一些問題,并從童話教學(xué)對(duì)兒童心理發(fā)展的價(jià)值方面重點(diǎn)展開論述,突出童話對(duì)兒童成長(zhǎng)的重要價(jià)值,呼吁人們關(guān)注童話,讓童話成為孩子們精神的食糧。本文共分為四個(gè)部分進(jìn)行闡述:第一部分是引言,主要闡述了童話教學(xué)的功能與魅力。第二部分采用調(diào)查法,調(diào)查得出當(dāng)下童話教學(xué)存在以下問題:教學(xué)方式流于簡(jiǎn)單,不夠新穎豐富;偏重知識(shí)灌輸、道德說教;偏于理性理解,忽視想象力的培養(yǎng);注重工具性,缺少人文性。第三部分主要闡述了童話教學(xué)應(yīng)遵循的理念。筆者認(rèn)為應(yīng)包括主體多形式、充分朗讀童話;感悟童話、強(qiáng)化體驗(yàn);關(guān)注閱讀期待、尊重個(gè)人反應(yīng),在此基礎(chǔ)上童話教學(xué)還應(yīng)與兒童心理發(fā)展階段性相對(duì)應(yīng)。第四部分是全文的重點(diǎn),主要探討了童話教學(xué)心智價(jià)值開發(fā)探新。在這一部分,筆者提出了教師應(yīng)遵循童話教學(xué)理念,在具體教學(xué)中創(chuàng)造性的開發(fā)利用童話的心理價(jià)值的一些做法,分別是引導(dǎo)兒童解決心理問題;利用童話構(gòu)建兒童健康積極地心理品格;利用童話陶冶情操,塑造高尚善良的人格;利用童話開啟兒童智慧生命。改進(jìn)童話教學(xué),讓童話發(fā)揮其應(yīng)有的價(jià)值,真正滋養(yǎng)兒童的精神世界。希望為小學(xué)語文童話教學(xué)提供有益的幫助。
[Abstract]:As a classic of children's literature, fairy tales accompany many people through their childhood and have a profound influence on them. On the basis of discussing the theory of Chinese fairy tale teaching in primary school, taking the fairy tale teaching in Su Hu Street Experimental Primary School in Hohhot City as an example, This paper investigates the present situation of fairy tale teaching among teachers and students in this primary school, analyzes some problems existing therein, and discusses emphatically the value of fairy tale teaching to children's psychological development, so as to highlight the important value of fairy tale to children's growth. This article is divided into four parts: the first part is the introduction, which mainly expounds the function and charm of fairy tale teaching. The second part adopts the method of investigation. The investigation shows that there are the following problems in the present fairy tale teaching: the teaching method is simple, not new and rich; emphasis is placed on inculcation of knowledge and moral preaching; on rational understanding, neglecting the cultivation of imagination; and on instrumentality. The third part mainly elaborated the concept which the fairy tale teaching should follow. The author thought that should include the main body many forms, fully reads the fairy tale, understands the fairy tale, strengthens the experience, pays attention to the reading expectation, respects the individual reaction, On this basis, the teaching of fairy tales should also correspond to the stages of children's psychological development. Part 4th is the focus of this paper, which mainly discusses the development of mental value in fairy tale teaching. In this part, the author puts forward that teachers should follow the teaching idea of fairy tales. Some methods of creatively developing and utilizing the psychological value of fairy tales in specific teaching are to guide children to solve psychological problems, to use fairy tales to construct children's healthy and positive psychological character, to use fairy tales to cultivate sentiment, Mold noble and kind personality, use fairy tales to open children's intelligent life, improve fairy tale teaching, let fairy tale play its due value, truly nourish children's spiritual world, hope to provide beneficial help for elementary school Chinese fairy tale teaching.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.2

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 張嬰音;;童話教育與素質(zhì)教育[J];家庭教育;2002年06期

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本文編號(hào)：1575541