本文選題：教育戲劇 + 語文教學(xué)　； 參考：《上海師范大學(xué)》2015年碩士論文

【摘要】：長期以來,我們的小學(xué)語文課堂教學(xué)都處于一種靜態(tài)的、平面的,甚至有時(shí)是一種灌輸式的模式之中。而語文,作為一種人文性和工具性結(jié)合十分緊密的學(xué)科,它實(shí)際上應(yīng)該是動(dòng)態(tài)的、立體多元的、活躍的、豐富的學(xué)科。語文教學(xué)需要改革,但語文教學(xué)卻是最難改革的。為此,我們一直都在思考,在尋找一些突破口。如何變機(jī)械、反復(fù)操練的靜態(tài)教學(xué)為活躍、互動(dòng)的動(dòng)態(tài)教學(xué);變平面單純的文本講解為自主探究的立體教學(xué),讓學(xué)生樂于表達(dá)、善于表達(dá);變灌輸式教學(xué)為師生雙邊的啟發(fā)式交流活動(dòng),學(xué)生樂于感悟,課堂組織變得有聲有色;如何在運(yùn)用中鞏固知識(shí),在活動(dòng)中增強(qiáng)體驗(yàn),培育人文精神,從整體上提高課堂教學(xué)效益?我們開始嘗試將戲劇元素、方式融入于語文教學(xué)中。戲劇是一門綜合表演藝術(shù)形式,能夠活潑地展現(xiàn)人們的生活形態(tài)。戲劇能夠促進(jìn)人的審美體驗(yàn)、情感體驗(yàn),并具有教育功能。教育戲劇(Drama In Education,DIE)是以戲劇的教學(xué)方式開展教育教學(xué)活動(dòng),始發(fā)于英國和美國,我國在基礎(chǔ)教育中,最早滲透教育戲劇,在并長期的運(yùn)用發(fā)展中不斷補(bǔ)充完善。引用教育戲劇的元素和方式開展教學(xué),能夠調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性,激發(fā)學(xué)生的學(xué)習(xí)熱情,化解文字符號(hào)的理解難點(diǎn),以肢體語言的形式促進(jìn)學(xué)生的審美體驗(yàn)和情感體驗(yàn)�？梢赃@么說,這樣的一種教學(xué)理念和教學(xué)方式,為現(xiàn)今的語文教學(xué)活動(dòng)提供了新的思路。因此,作為一線的語文教師,我們大膽設(shè)想在語文教學(xué)中引入一些戲劇元素組織教學(xué),以增強(qiáng)教學(xué)的趣味性,學(xué)生的參與度,從而提高語文課堂教學(xué)的效益;將教育戲劇作為一種教學(xué)方式、手段的補(bǔ)充,化解語文課堂教學(xué)中的難點(diǎn),因?yàn)閼騽”旧砭褪侨诤狭硕鄬W(xué)科、多元素的綜合舞臺(tái)表演藝術(shù),學(xué)生在編、導(dǎo)、排、演、展等“校園戲劇”活動(dòng)中,能增強(qiáng)學(xué)生學(xué)習(xí)的興趣,促進(jìn)學(xué)習(xí)主動(dòng)性,有效提高自身的想象和審美等綜合素質(zhì),提升表達(dá)、合作、探究、創(chuàng)造等多種能力。為此,我們開始潛心研究,認(rèn)真實(shí)踐。本文首先剖析了當(dāng)今語文課堂教學(xué)模式的一些弊端,探討了教育戲劇在小學(xué)語文教學(xué)中應(yīng)用的可行性和重要性,在多種教學(xué)理論支撐的基礎(chǔ)上,對(duì)教育戲劇運(yùn)用于小學(xué)語文課堂的教學(xué)形式進(jìn)行了案例搜集,并根據(jù)不同的文體教學(xué)作了適當(dāng)?shù)臍w類總結(jié)。
[Abstract]:For a long time, our primary school Chinese classroom teaching has been in a static, flat, and sometimes an infused mode. Chinese, as a subject which combines humanism and instrumentality closely, should be dynamic, stereoscopic, pluralistic, active and rich. Chinese teaching needs reform, but Chinese teaching is the most difficult to reform. To this end, we have been thinking, looking for some breakthrough. How to change the mechanical static teaching to active and interactive dynamic teaching, to change the plane simple text explanation into the self-inquiry three-dimensional teaching, so that the students are willing to express and be good at expressing; How to consolidate knowledge, strengthen experience, cultivate humanistic spirit in the process of application, change the teaching mode into a heuristic exchange activity between teachers and students, students are happy to understand, and classroom organization becomes colorful. To improve the efficiency of classroom teaching on the whole? We began to try to incorporate the elements of drama into Chinese teaching. Drama is a comprehensive performing art form, which can show people's life form vividly. Drama can promote people's aesthetic experience, emotional experience and educational function. Educational drama Drama in Education (DIEs) is a kind of educational activities developed in the form of drama, which originated in the United Kingdom and the United States. In our country, educational drama was first infiltrated in basic education, and was continuously supplemented and perfected in the development of its application and development for a long time. Teaching with the elements and methods of educational drama can arouse the students' enthusiasm, arouse their enthusiasm, resolve the difficulties of understanding the characters and symbols, and promote the students' aesthetic experience and emotional experience in the form of body language. It can be said that such a teaching concept and teaching method, for today's Chinese teaching activities to provide a new way of thinking. Therefore, as a first-line Chinese teacher, we boldly envisage the introduction of some drama elements in the teaching of Chinese to organize teaching, in order to enhance the interest of teaching, the participation of students, and thus improve the efficiency of Chinese classroom teaching; Take educational drama as a teaching method, supplement the means, resolve the difficulties in Chinese classroom teaching, because drama itself is a multi-disciplinary, multi-element comprehensive stage performance art, where students are making up, directing, arranging, and performing. In the activities of "campus drama" such as exhibition, it can enhance the students' interest in learning, promote their learning initiative, effectively improve their own comprehensive qualities, such as imagination and aesthetics, and enhance their abilities of expression, cooperation, exploration, creation and so on. To this end, we began to concentrate on research, serious practice. This paper first analyzes some disadvantages of the present Chinese classroom teaching mode, probes into the feasibility and importance of the application of educational drama in the primary school Chinese teaching, and on the basis of the support of various teaching theories, This paper makes a case study on the application of educational drama in Chinese classroom teaching in primary school, and makes a proper classification and summary according to different stylistic teaching.
【學(xué)位授予單位】：上海師范大學(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)：1845460