本文選題：東師附小　切入點(diǎn)：個(gè)性化教學(xué)　出處：《延邊大學(xué)》2015年碩士論文

【摘要】：個(gè)性是一個(gè)人的標(biāo)簽,人有什么樣的個(gè)性就有什么樣的未來(lái),教學(xué)就是要保護(hù)學(xué)生的本性,發(fā)揚(yáng)學(xué)生的個(gè)性風(fēng)采。小學(xué)是個(gè)人學(xué)習(xí)成長(zhǎng)過(guò)程中重要的打基礎(chǔ)的階段,教師要培養(yǎng)出有思想,有個(gè)人主見(jiàn)的創(chuàng)新型未來(lái)小主人。個(gè)性化教學(xué)的研究最早始于西方發(fā)達(dá)國(guó)家,近幾年來(lái)我國(guó)不斷提出素質(zhì)教育,提倡“以學(xué)生為本”的教育理念,因此個(gè)性化教學(xué)逐漸推廣。關(guān)于個(gè)性化教學(xué)實(shí)踐與研究層出不窮,在理論上許多學(xué)者已經(jīng)對(duì)它有了很深入的研究。還有很多一線(xiàn)教師們?cè)谏眢w力行的探索著教學(xué)的新出口。本文主要從小學(xué)語(yǔ)文課堂的個(gè)性化理念下的教學(xué)現(xiàn)狀進(jìn)行調(diào)查分析,介紹教學(xué)中的一些好的經(jīng)驗(yàn),展示課堂中的思考,分析實(shí)施的一些問(wèn)題,并總結(jié)一些相關(guān)的建議,為辛勤的一線(xiàn)教師們?cè)诮虒W(xué)改革的道路上提供一些經(jīng)驗(yàn)。本文主要分五個(gè)部分來(lái)構(gòu)建本篇論文。第一部分是緒論,引用教學(xué)中的困惑和問(wèn)題,分析問(wèn)題的原因,提出教學(xué)改革的必要性并指出改革的方向。通過(guò)引用新教學(xué)改革的語(yǔ)文教學(xué)的革新方向,論證個(gè)性化教學(xué)現(xiàn)實(shí)意義,對(duì)比中外研究的脈絡(luò)歷程,分析中國(guó)的個(gè)性化教學(xué)的改革是否能夠符合中國(guó)的國(guó)情。第二部分研究新課標(biāo)對(duì)個(gè)性化教學(xué)的要求和個(gè)性化教學(xué)的特征以及現(xiàn)實(shí)意義。第三部分以小學(xué)為研究范圍,問(wèn)卷調(diào)查小學(xué)語(yǔ)文個(gè)性化教學(xué)中集體指導(dǎo)補(bǔ)充模式的課堂實(shí)施現(xiàn)狀,通過(guò)問(wèn)卷調(diào)查,展示個(gè)性化教學(xué)實(shí)施的的成績(jī),通過(guò)調(diào)查的數(shù)據(jù)分析出個(gè)性化教學(xué)目前實(shí)施時(shí)的存在的問(wèn)題和以及問(wèn)題的成因。第四部分通過(guò)以上的分析給出個(gè)性化教學(xué)背景下小學(xué)語(yǔ)文集體指導(dǎo)補(bǔ)充模式提出更好地教學(xué)的建議。第五部分結(jié)語(yǔ)
[Abstract]:Personality is the label of a person, and what kind of personality one has in the future. Teaching is to protect students' nature and develop their personality. Primary school is an important basic stage in the process of individual learning and growth. Teachers should cultivate creative future masters who have ideas and personal opinions. The research of individualized teaching started in the western developed countries. In recent years, our country has constantly put forward quality education and advocated the concept of "student-oriented" education. Therefore, individualized teaching is gradually popularized. The practice and research of individualized teaching emerge in endlessly. In theory, many scholars have already made a very deep research on it. There are also many front-line teachers who are exploring the new export of teaching in practice. This paper mainly investigates and analyzes the teaching situation under the individualized concept of primary school Chinese classroom. Introduce some good experiences in teaching, show some thoughts in class, analyze some problems in practice, and summarize some relevant suggestions. This paper is divided into five parts to construct this paper. The first part is introduction, quoting the puzzles and problems in teaching, analyzing the causes of the problems. This paper puts forward the necessity of teaching reform and points out the direction of reform. By quoting the innovation direction of Chinese teaching reform, this paper demonstrates the practical significance of individualized teaching, and compares the course of Chinese and foreign studies. This paper analyzes whether the reform of individualized teaching in China can meet the national conditions of China. The second part studies the requirements of the new curriculum standard for individualized teaching and the characteristics and practical significance of individualized teaching. The third part takes primary school as the scope of research. The present situation of classroom implementation of the supplementary mode of collective guidance in individualized Chinese teaching in primary schools is investigated. The results of individualized teaching are displayed through the questionnaire survey. Through the data of investigation, this paper analyzes the existing problems and causes of the problems in the implementation of individualized teaching. The fourth part, through the above analysis, puts forward the supplementary mode of collective guidance for primary school Chinese in the context of individualized teaching. Suggestions for better teaching. Conclusion
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G623.2

【參考文獻(xiàn)】

相關(guān)期刊論文 前4條

1 李如密,劉玉靜;個(gè)性化教學(xué)的內(nèi)涵及其特征[J];教育理論與實(shí)踐;2001年09期

2 王華容;;個(gè)別化學(xué)習(xí)理念及其理論依據(jù)[J];南京廣播電視大學(xué)學(xué)報(bào);2006年03期

3 黃志成;;美國(guó)的個(gè)別化教學(xué)[J];外國(guó)教育資料;1992年01期

4 孟鋒;;小學(xué)語(yǔ)文個(gè)性化教學(xué)探討[J];新課程學(xué)習(xí)(上);2011年04期

相關(guān)博士學(xué)位論文 前2條

1 劉文霞;個(gè)性教育論[D];南京師范大學(xué);1997年

2 柏宏權(quán);適應(yīng)性教學(xué)系統(tǒng)中個(gè)性化教學(xué)策略研究[D];南京師范大學(xué);2006年

，

本文編號(hào)：1670331