本文選題：生成性教學(xué) + 小學(xué)語文��； 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：生成性教學(xué)強(qiáng)調(diào)動(dòng)態(tài)的教學(xué)過程,實(shí)質(zhì)是對(duì)“人”的一種關(guān)注,也就是關(guān)注生命所存在的豐富性、完整性和自主性特征。因此,生成性教學(xué)作為一種教學(xué)思想,其核心就是“關(guān)注人”。當(dāng)前,我國對(duì)小學(xué)語文課程當(dāng)中的生成性教學(xué)研究并不多,本研究聚焦于小學(xué)語文生成性教學(xué),旨在為一線小學(xué)語文教師與相關(guān)教育人員提供一定的借鑒和幫助。本研究遵循的是一種理論與實(shí)踐相結(jié)合的研究思路,即通過文獻(xiàn)綜述法、訪談法以及案例分析法對(duì)小學(xué)語文生成性教學(xué)從理論到實(shí)踐開展全方位的研究探索。小學(xué)語文生成性教學(xué)是基于并遵循小學(xué)生身心發(fā)展規(guī)律以及小學(xué)語文學(xué)科特點(diǎn)的一種變學(xué)習(xí)為鮮活的生活的教學(xué)。本文以三維目標(biāo)是否得到了落實(shí)作為判斷小學(xué)語文生成性教學(xué)有效性的標(biāo)準(zhǔn),即是否強(qiáng)化了知識(shí)與技能,是否注重了過程與方法,是否關(guān)注了情感態(tài)度與價(jià)值觀。為了提高小學(xué)語文生成性教學(xué)的有效性,本文在參考大量文獻(xiàn)的基礎(chǔ)上提出了小學(xué)語文生成性教學(xué)的實(shí)施理念,即關(guān)注表現(xiàn)性目標(biāo),關(guān)注具體的教學(xué)過程,關(guān)注突發(fā)的教學(xué)事件,關(guān)注互動(dòng)性的教學(xué)方法,關(guān)注教學(xué)過程的附加價(jià)值。本文通過實(shí)際的課堂觀察,面對(duì)面的教師訪談以及對(duì)相關(guān)資料的搜集與整理,在分析與綜合的基礎(chǔ)上使小學(xué)語文生成性教學(xué)現(xiàn)狀得以呈現(xiàn)。筆者在研究過程中可以認(rèn)識(shí)到被調(diào)查教師對(duì)“生成”的感受比以前更深,并能在教學(xué)意識(shí)、教學(xué)實(shí)踐以及教學(xué)資源的運(yùn)用等方面體現(xiàn)生成性教學(xué)思想。然而,我們需要關(guān)注的是,由于各種原因,生成性教學(xué)在小學(xué)語文教學(xué)實(shí)踐中存在兩大問題,教師方面主要表現(xiàn)為生成意識(shí)淡薄與生成能力不足,外界方面主要表現(xiàn)為缺乏對(duì)小學(xué)語文生成性教學(xué)的理解與支持。而正是這些問題導(dǎo)致了小學(xué)語文生成性教學(xué)的有效性的缺失。為了提高小學(xué)語文生成性教學(xué)的有效性,實(shí)現(xiàn)小學(xué)語文生成性教學(xué)的價(jià)值,本文針對(duì)存在的問題及其成因提出了一些具體策略。對(duì)于教師而言,教師作為小學(xué)語文生成性教學(xué)的首要實(shí)施者,應(yīng)該注重理論與實(shí)踐相結(jié)合。小學(xué)語文教師要樹立正確的學(xué)生主體意識(shí)、生成資源意識(shí)以及進(jìn)一步學(xué)習(xí)小學(xué)語文生成性教學(xué)的系列知識(shí),還要注重在教學(xué)實(shí)踐中提高生成性教學(xué)能力,包括制定動(dòng)態(tài)彈性預(yù)設(shè)的能力,正確認(rèn)識(shí)和把握意外事件的能力,巧妙運(yùn)用教學(xué)機(jī)智的能力以及及時(shí)進(jìn)行教學(xué)反思的能力。此外,外界的推動(dòng)力量也是不可缺少的重要一環(huán),學(xué)校的環(huán)境支持、家長(zhǎng)的積極配合以及社會(huì)的正確輿論導(dǎo)向都是小學(xué)語文生成性教學(xué)發(fā)展的強(qiáng)大助力。
[Abstract]:Generative teaching emphasizes the dynamic teaching process. In essence, it is a kind of concern to "human", that is to say, it pays attention to the richness, integrality and autonomy of life.Therefore, the core of generative teaching as a teaching thought is to pay attention to people.At present, there are not many researches on generative teaching in primary school Chinese curriculum in our country. This research focuses on generative teaching of primary school Chinese, aiming to provide some reference and help for primary school Chinese teachers and related educators.This research follows a combination of theory and practice, that is, through literature review, interview and case analysis, the primary school Chinese generative teaching from theory to practice to carry out all-round research and exploration.Chinese generative teaching in primary school is based on and follows the law of pupils' physical and mental development as well as the characteristics of primary school Chinese subject.In this paper, whether the three-dimensional goal has been implemented as the criterion to judge the effectiveness of generative Chinese teaching in primary school, that is, whether to strengthen the knowledge and skills, whether to pay attention to the process and method, whether to pay attention to the emotional attitude and values.In order to improve the effectiveness of generative teaching of primary school Chinese, this paper puts forward the implementation concept of generative teaching of primary school Chinese on the basis of a large number of references, that is, paying attention to the expressive goal and the specific teaching process.Pay attention to the unexpected teaching events, interactive teaching methods and the added value of the teaching process.The present situation of generative Chinese teaching in primary school is presented on the basis of actual classroom observation, face-to-face interview of teachers and collection and arrangement of related materials.In the course of the research, the author can realize that the teachers surveyed have a deeper feeling of "generation" than before, and can embody the generative teaching thought in teaching consciousness, teaching practice and the use of teaching resources.However, what we should pay attention to is that, for various reasons, there are two major problems in the practice of generative teaching in primary school Chinese teaching. The teachers mainly show that the consciousness of generation is weak and the ability of generation is insufficient.The main external aspect is lack of understanding and support to primary school Chinese generative teaching.It is these problems that lead to the lack of effectiveness of generative Chinese teaching in primary schools.In order to improve the effectiveness of Chinese generative teaching in primary school and realize the value of generative teaching in primary school, this paper puts forward some specific strategies in view of the existing problems and their causes.For teachers, teachers, as the primary implementers of Chinese generative teaching in primary schools, should pay attention to the combination of theory and practice.The primary school Chinese teachers should set up the correct students' subjective consciousness, generate the consciousness of resources and further study the series of knowledge of the primary school Chinese generative teaching, and pay attention to improving the generative teaching ability in the teaching practice.It includes the ability to make dynamic elastic presupposition, the ability to correctly understand and grasp unexpected events, the ability to skillfully use teaching wit and the ability to carry out teaching reflection in time.In addition, the external impetus is also an indispensable important link, the school environment support, the parents' active cooperation and the society correct public opinion direction all are the primary school Chinese generative teaching development powerful help.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.2

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本文編號(hào)：1763709