本文選題：小學 + 語文綜合性學習��； 參考：《淮北師范大學》2017年碩士論文

【摘要】：在《義務(wù)教育語文課程標準(2011年版)》頒布實施的背景下,結(jié)合小學生的身心發(fā)展特征,多角度考量小學生語文探究能力的基本構(gòu)成,從語文綜合性學習入手,探討適應(yīng)小學生成長需要的語文探究能力培養(yǎng)策略,具有重大意義,但也頗具挑戰(zhàn)性。論文共由五部分組成。第一部分是緒論。這部分從研究背景、研究意義、國內(nèi)研究現(xiàn)狀等三個方面綜合論述提出通過語文綜合性學習培養(yǎng)小學生探究能力的時代、《課程標準》背景,以及研究意義,繼而分別梳理了與語文綜合性學習、探究能力培養(yǎng)相關(guān)的文獻,力圖充分結(jié)合當前學者的研究成果,找到本研究的依據(jù)。第二部分系統(tǒng)地闡述了本研究涉及的兩個概念。分別是語文綜合性學習、探究能力。根據(jù)當前學界對語文綜合性學習的定義,并結(jié)合小學生身心發(fā)展特點,對小學語文綜合性學習進行界定。還結(jié)合現(xiàn)有文獻,明確探究能力的概念,并結(jié)合小學生的身心發(fā)展需求將探究能力具化為發(fā)現(xiàn)問題的能力、搜集整理信息的能力、創(chuàng)新思維能力、撰寫探究成果的能力等四種。第三部分主要是呈現(xiàn)調(diào)研結(jié)果與原因分析。從教材與教學實際兩個角度呈現(xiàn)綜合性學習中探究能力培養(yǎng)現(xiàn)狀,人教版小學語文教材在綜合性學習內(nèi)容編排上具有的優(yōu)缺點,還重點分析了綜合性學習實施中存在的學生主體地位缺失、教師重視程度不夠、活動形式單一、忽視探究能力培養(yǎng)等問題。第四部分分四章論述了探究能力的培養(yǎng)策略。在此力爭論述清楚如何通過文本專題類、專題調(diào)研類、活動策劃類等三種綜合性學習活動的具體環(huán)節(jié),培養(yǎng)小學生的發(fā)現(xiàn)問題、整理信息、創(chuàng)新思維、說理能力等四種基本探究能力。與之相對應(yīng)的策略分別是讓學生自主選擇學習主題,以培養(yǎng)發(fā)現(xiàn)問題的能力的具體教學策略;通過注重方法指引,培養(yǎng)學生搜集、整理信息的探究能力;通過加強思維訓練,培養(yǎng)創(chuàng)新思維的探究能力;通過加強說理能力訓練,培養(yǎng)學生撰寫探究成果的能力。第五部分是總結(jié)。在此總結(jié)本文提出的四個教學策略,并補充提出對小學語文教師在綜合性學習教學中的幾點要求與建議,以確保學生在語文綜合性學習中既能感受到了學習的快樂,也提升自身的探究能力。
[Abstract]:Under the background of the promulgation and implementation of the compulsory Education Chinese Curriculum Standard (2011 Edition), combined with the characteristics of the pupils' physical and mental development, the basic composition of the pupils' Chinese inquiry ability is considered from many angles, starting with the comprehensive learning of Chinese. It is of great significance, but also challenging, to explore the strategies of cultivating Chinese inquiry ability to meet the needs of primary school students' growth. The thesis consists of five parts. The first part is the introduction. This part from the research background, the research significance, the domestic research present situation and so on three aspects synthetically discusses raises the primary school student's inquiry ability through the Chinese comprehensive study the time, the curriculum standard background, as well as the research significance, Then combing the literature related to Chinese comprehensive learning and the cultivation of inquiry ability, the author tries to find the basis of this study by fully combining the current research results of scholars. The second part systematically expounds the two concepts involved in this study. It is Chinese comprehensive study, inquiry ability respectively. According to the current academic definition of Chinese comprehensive learning and the characteristics of primary school students' physical and mental development, this paper defines Chinese comprehensive learning in primary schools. Combined with the existing literature, this paper clarifies the concept of inquiry ability, and combines the needs of primary school students' physical and mental development to turn the ability of inquiry into the ability of finding problems, the ability of collecting and arranging information, the ability of innovative thinking, and the ability of writing inquiry results. The third part mainly presents the investigation result and the reason analysis. From the perspective of teaching material and teaching practice, the present situation of exploring ability cultivation in comprehensive learning is presented, and the advantages and disadvantages of Chinese teaching materials in the comprehensive learning content arrangement are discussed. It also analyzes the problems such as the lack of students' subjective status, the lack of teachers' attention, the single form of activities, and the neglect of the cultivation of inquiry ability in the implementation of comprehensive learning. The fourth part is divided into four chapters to discuss the training strategy of inquiry ability. In this paper, we try to discuss how to cultivate the students' problem finding, sorting out information, and innovating thinking through the specific links of three comprehensive learning activities, namely, text topic, special research and activity planning. Reasoning ability and four basic abilities of inquiry. The corresponding strategies are to allow students to choose their own learning topics in order to cultivate their ability to find problems; to cultivate the students' ability to collect and organize information by paying attention to method guidance; and to strengthen the training of thinking. Cultivate the inquiring ability of innovative thinking and cultivate the students' ability of writing inquiry achievement through strengthening the training of reasoning ability. The fifth part is a summary. This paper summarizes the four teaching strategies proposed in this paper, and puts forward some requirements and suggestions to the primary school Chinese teachers in the teaching of comprehensive learning, so as to ensure that students can feel the happiness of learning in the comprehensive learning of Chinese. Also enhance their own ability to explore.
【學位授予單位】：淮北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.2

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本文編號：2017138