本文選題：小學(xué) + 課堂教學(xué)導(dǎo)入��； 參考：《青海師范大學(xué)》2017年碩士論文

【摘要】：課堂教學(xué)導(dǎo)入是教師教學(xué)智慧的生動(dòng)體現(xiàn),本研究通過(guò)對(duì)課堂教學(xué)導(dǎo)入與教學(xué)智慧的概念;課堂教學(xué)導(dǎo)入的功能、作用及過(guò)程;課堂教學(xué)導(dǎo)入的方法策略與教學(xué)智慧的多重特點(diǎn);課堂教學(xué)導(dǎo)入存在的問(wèn)題與影響教學(xué)智慧生成的因素;教學(xué)智慧的生成等相關(guān)文獻(xiàn)的有效梳理,總結(jié)了課堂教學(xué)導(dǎo)入研究與教師教學(xué)智慧研究的特點(diǎn),闡明了二者的研究取向,在理論與實(shí)踐相結(jié)合的指導(dǎo)思想下,嘗試著將二者有機(jī)結(jié)合,為本研究提供了新思路、新視角。本研究以現(xiàn)象學(xué)教育學(xué)和啟發(fā)式教學(xué)相關(guān)理論為研究的理論基礎(chǔ),在質(zhì)的研究方法指導(dǎo)下,具體運(yùn)用了文獻(xiàn)法、觀察法、訪談法、實(shí)物分析法四種主要的資料搜集方法,對(duì)小學(xué)教師的課堂教學(xué)導(dǎo)入進(jìn)行了深入細(xì)致地觀察與描寫(xiě)。在此基礎(chǔ)上,歸納出了小學(xué)教師常用的幾種導(dǎo)課方法:直接導(dǎo)入、復(fù)習(xí)導(dǎo)入、情境導(dǎo)入、談話導(dǎo)入、故事導(dǎo)入,并積極闡釋和分析了不同導(dǎo)課方法中蘊(yùn)含著的鮮活的教師教學(xué)智慧。研究者能夠充分感受到教師課堂教學(xué)導(dǎo)入中教師教學(xué)智慧的光芒,但課堂教學(xué)導(dǎo)入存在的一些問(wèn)題也不容忽視,小學(xué)課堂教學(xué)導(dǎo)入的問(wèn)題集中體現(xiàn)在:導(dǎo)入方式方法單調(diào)單一;導(dǎo)課語(yǔ)言過(guò)于簡(jiǎn)潔或冗長(zhǎng);導(dǎo)入過(guò)程中突發(fā)情況的機(jī)械處理與把握失當(dāng)?shù)葞讉�(gè)方面,這些問(wèn)題的出現(xiàn)也側(cè)面反映出教師的教學(xué)智慧還有待進(jìn)一步的提升與凝練。針對(duì)課堂導(dǎo)入出現(xiàn)的問(wèn)題,研究者從客觀和主觀兩個(gè)方面尋找了問(wèn)題產(chǎn)生的原因,并從豐富導(dǎo)課的方法和形式,主動(dòng)加強(qiáng)同伴交流,增強(qiáng)反思意識(shí)和行動(dòng)幾個(gè)方面提出了較有針對(duì)性的意見(jiàn)和建議。
[Abstract]:The introduction of classroom teaching is the vivid embodiment of the teaching wisdom of teachers. The concept of introducing and teaching wisdom in the classroom teaching; the function, function and process of the introduction of classroom teaching; the multiple characteristics of the methods and wisdom of the introduction of the classroom teaching; the factors that exist in the classroom teaching and the factors that affect the generation of the teaching wisdom; With the effective combing of the related literature of learning wisdom and so on, this paper summarizes the characteristics of the study of classroom teaching introduction and the study of teacher's teaching wisdom, clarifies the research orientation of the two, and tries to combine the two with the guiding ideology of combining theory with practice, and provides new ideas and new perspectives for this study. This study is phenomenological education. With the theory of heuristic teaching as the theoretical basis of the study, under the guidance of qualitative research methods, four main data collection methods are used, including literature method, observation method, interview method and physical analysis method, and the primary school teachers' classroom teaching introduction is deeply and meticulously observed and described. On this basis, the primary school teachers are often summed up. Several guiding methods are used: direct introduction, review and introduction, situation introduction, talk introduction, story introduction, and actively explain and analyze the vivid teaching wisdom contained in different guiding methods. The researchers can fully feel the light of teacher's teaching wisdom in the teaching introduction of teachers' classroom teaching, but there are some existing teaching in class teaching. Problems can not be ignored, the introduction of primary school classroom teaching focuses on the monotonous monotonicity of the introduction and method, the simplistic or lengthy language guide language, the mechanical handling and mishandling of unexpected situations in the process of introduction, which also reflect the teaching wisdom of the teachers and the further promotion and improvement. In view of the problems arising from the introduction of the classroom, the researchers have sought out the causes of the problem from two aspects of objective and subjective, and put forward some pertinent opinions and suggestions from several aspects of enriching the methods and forms of conducting lessons, actively strengthening peer communication, strengthening reflection consciousness and action.

【學(xué)位授予單位】：青海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G622.4

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