本文選題：小學(xué)語文 + 李吉林��； 參考：《福建師范大學(xué)》2015年碩士論文

【摘要】：筆者從事小學(xué)語文教學(xué)以來,在日常的教學(xué)工作中,時常會遇到一些困惑,為了更好地教育學(xué)生,在鉆研教學(xué)的過程中,筆者有幸遇到了李吉林老師。作為情境教學(xué)的創(chuàng)始人,李吉林老師為了促進(jìn)兒童的全面發(fā)展,使之學(xué)得開心、快樂、學(xué)有所成,她在不斷的實(shí)踐中,探索出一條全面提高兒童素質(zhì)的有效途徑——情境教學(xué)。在基礎(chǔ)教育中,情境教學(xué)也給廣大師生帶來了激情與活力。于是,筆者懷著對李老師的崇敬之情,認(rèn)真研習(xí)了該理論。本文主要采用文獻(xiàn)法和案例研究法對情境教學(xué)在實(shí)踐中的使用情況加以舉例、分析。事實(shí)證明,情境教學(xué)有利于激發(fā)學(xué)生的學(xué)習(xí)動機(jī)；有利于提高課堂有效性；有利于培養(yǎng)學(xué)生的想象力和創(chuàng)造性；更有利于增進(jìn)師生間的交流,其優(yōu)點(diǎn)是不言而喻的。但在現(xiàn)實(shí)工作中也存在著一些問題,諸如情境創(chuàng)設(shè)的目的不明晰；把握不準(zhǔn)教育時機(jī),流于形式；多媒體的使用過于頻繁等問題。針對以上問題,筆者認(rèn)為,主要應(yīng)該從三個方面進(jìn)行整改：一、以學(xué)生為本,優(yōu)化課堂結(jié)構(gòu)；二、以教師為主導(dǎo),提高專業(yè)能力。教師是情境教學(xué)的主要使用群體,教師專業(yè)能力的提升對教學(xué)效率的提高是大有裨益的,對學(xué)生的發(fā)展也很有幫助；三、以文本為依托,促進(jìn)學(xué)生的語言實(shí)踐。因此,筆者相信,做好以上三點(diǎn),小學(xué)語文情境教學(xué)將會使孩子們學(xué)得更加充實(shí)、愉快!
[Abstract]:Since the author engaged in the primary school Chinese teaching, in the daily teaching work, often will encounter some confusion, in order to better educate the student, in the research teaching process, the author had the honor to meet the Li Jilin teacher. As the founder of situational teaching, in order to promote the all-round development of children and make them happy, happy and successful, teacher Li Jilin explores an effective way to improve the quality of children in practice. In basic education, situational teaching also brings passion and vitality to teachers and students. Therefore, the author with respect for teacher Li, seriously studied the theory. This article mainly uses the literature method and the case study method to use the situation teaching in the practice to carry on the example, the analysis. It has been proved that situational teaching is beneficial to stimulate students' learning motivation, to improve classroom effectiveness, to cultivate students' imagination and creativity, and to promote communication between teachers and students, the advantages of which are self-evident. However, there are also some problems in practical work, such as the unclear purpose of creating situation, the impossibility of educational opportunity, the excessive use of multimedia and so on. In view of the above problems, the author believes that we should carry out rectification from three aspects: first, student-oriented, optimize the classroom structure; second, teacher-led, improve professional ability. Teachers are the main users of situational teaching. The improvement of teachers' professional ability is of great benefit to the improvement of teaching efficiency and also to the development of students. Thirdly, based on the text, it promotes students' language practice. Therefore, I believe that to do well in the above three points, the primary school language situation teaching will enable children to learn more substantial, happy!
【學(xué)位授予單位】：福建師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.2

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本文編號：1866394