發(fā)布時(shí)間：2018-06-06 07:48

  本文選題：奧蘇貝爾 + 意義學(xué)習(xí)理論��； 參考：《四川師范大學(xué)》2017年碩士論文

【摘要】：在小學(xué)低年級(jí)的語(yǔ)文教學(xué)中,識(shí)字寫(xiě)字占據(jù)著重要位置。小學(xué)低年級(jí)作為幼小銜接的關(guān)鍵期,漸漸由口頭表達(dá)轉(zhuǎn)向書(shū)面表達(dá),寫(xiě)字是實(shí)現(xiàn)這一過(guò)渡的重要橋梁。由于教師對(duì)小學(xué)低年級(jí)階段學(xué)生的認(rèn)知水平和心理發(fā)展情況不甚了解,簡(jiǎn)單灌輸式的寫(xiě)字教學(xué)課堂上,常常出現(xiàn)學(xué)生的學(xué)習(xí)態(tài)度不積極、方法缺失、糾錯(cuò)改錯(cuò)敷衍、漢字書(shū)寫(xiě)不整潔不美觀等情況。再者,教師方面存在個(gè)人素質(zhì)、課堂設(shè)計(jì)和活動(dòng)安排的差別,因此在寫(xiě)字材料的整合上也各有不同。從這些現(xiàn)實(shí)問(wèn)題出發(fā),本文借助奧蘇貝爾的意義學(xué)習(xí)理論,旨在對(duì)小學(xué)低年級(jí)的寫(xiě)字教學(xué)從理論上進(jìn)行新的審視和思考,并嘗試在實(shí)踐中通過(guò)組織意義寫(xiě)字材料引導(dǎo)學(xué)生在意義學(xué)習(xí)中同化理解新知識(shí)。本文分四章進(jìn)行論述:第一章緒論重點(diǎn)梳理寫(xiě)字教學(xué)研究相關(guān)的文獻(xiàn)綜述和界定核心概念。第二章調(diào)查小學(xué)低年級(jí)寫(xiě)字教學(xué)情況,發(fā)現(xiàn)問(wèn)題。帶著問(wèn)題意識(shí)對(duì)小學(xué)低年級(jí)寫(xiě)字教學(xué)現(xiàn)狀先做定量研究,主要采用問(wèn)卷方式,探究影響學(xué)生寫(xiě)字的相關(guān)因素。在多課堂的平行觀察比較和單獨(dú)試教課堂的前后觀察比較中,再深入寫(xiě)字課堂教學(xué)中做具體分析。第三章則主要論述奧蘇貝爾意義學(xué)習(xí)理論的內(nèi)涵和作為理論工具對(duì)本次研究的指導(dǎo)意義所在。在操作層面,意義學(xué)習(xí)理論對(duì)教學(xué)提出的兩個(gè)基本點(diǎn)——整合學(xué)習(xí)材料和同化學(xué)習(xí)機(jī)制,第四章中論述的寫(xiě)字教學(xué)基本策略把兩個(gè)基本點(diǎn)與試教課堂的教學(xué)實(shí)際相結(jié)合。從寫(xiě)字教學(xué)中的材料整合和同化過(guò)程兩方面入手,解決小學(xué)低年級(jí)學(xué)生課堂寫(xiě)字的實(shí)際問(wèn)題。奧蘇貝爾的意義學(xué)習(xí)理論給本次研究提供了理論支撐,建構(gòu)了在寫(xiě)字學(xué)習(xí)理論上的科學(xué)認(rèn)知;同時(shí),把理論中的方法原則和教學(xué)實(shí)踐的具體操作相結(jié)合,更好地指導(dǎo)實(shí)踐,進(jìn)而為小學(xué)低年級(jí)課堂寫(xiě)字教學(xué)提供意義學(xué)習(xí)的基本策略。
[Abstract]:In Chinese teaching in the lower grade of primary school, literacy and writing occupy an important position. As the key period of the cohesion between children and children, the lower grade of primary school gradually changes from oral expression to written expression. Writing is an important bridge to realize this transition. Because teachers do not know much about the cognitive level and psychological development of the students in the lower grade of primary school, the students' learning attitude is not active, the method is missing, and the error correction is perfunctory in the simple teaching of writing. The writing of Chinese characters is not neat or beautiful. Furthermore, there are differences in personal qualities, classroom design and activity arrangements for teachers, so there are differences in the integration of writing materials. Starting from these practical problems, this paper aims to make a new theoretical review and reflection on the teaching of writing in the lower grade of primary school with the help of Ausubel's theory of meaningful learning. It also tries to guide students to assimilate and understand new knowledge in meaning learning by organizing meaning writing materials in practice. This paper is divided into four chapters: the first chapter focuses on combing the literature review and defining the core concepts. The second chapter investigates the teaching situation of writing in the lower grade of primary school and finds out the problem. The present situation of writing teaching in the lower grade of primary school is studied quantitatively with the consciousness of question, and the related factors that affect the students' writing are mainly investigated by means of questionnaire. In the parallel observation comparison of multi-classroom and the pre-and post-observation comparison of individual trial teaching, the concrete analysis is made in the teaching of writing. The third chapter mainly discusses the meaning of Ausubel's meaning learning theory and its guiding significance as a theoretical tool. At the operational level, the theory of meaning learning puts forward two basic points for teaching: integration of learning materials and assimilation of learning mechanism. The basic strategies of writing teaching discussed in Chapter 4 combine the two basic points with the teaching practice in the classroom. From the two aspects of material integration and assimilation in the teaching of writing, the practical problems of writing in the classroom for the junior primary school students are solved. Ausubel's theory of meaning learning provides theoretical support for this study, constructs the scientific cognition in the theory of writing learning, at the same time, combines the theory of methods and principles with the concrete operation of teaching practice to better guide the practice. Then it provides the basic strategy of meaningful learning for the teaching of writing in the lower grade of primary school.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G623.2

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