【摘要】：隨著近年來教育理論與實(shí)踐的發(fā)展,教育研究的目光逐漸由對(duì)教師教學(xué)行為的研究轉(zhuǎn)向?qū)W(xué)生學(xué)習(xí)狀態(tài)的探索。學(xué)生在課堂上實(shí)然的學(xué)習(xí)狀態(tài)逐漸成為越來越多研究者研究的重點(diǎn)。在新課程改革日益深入的今天,關(guān)于教育各個(gè)領(lǐng)域的改革都呈現(xiàn)出令人欣慰的局面,但是在教育成果最終得以體現(xiàn)的課堂上,我們有時(shí)依然不難發(fā)現(xiàn)學(xué)生一些不盡如人意的學(xué)習(xí)狀態(tài)。語文學(xué)科是工具性和人文性的統(tǒng)一,語文課堂肩負(fù)著向?qū)W生傳授基礎(chǔ)性工具性知識(shí)、培養(yǎng)良好的語文素養(yǎng)、陶冶審美精神和提升思想深度與道德品質(zhì)等多種使命,但是正是這種寬厚與緩慢的特殊性,使得其課堂學(xué)習(xí)狀態(tài)之于應(yīng)試分?jǐn)?shù)的提高效果并不顯著,導(dǎo)致很多學(xué)生忽視語文課堂學(xué)習(xí)的重要作用,因而在語文課堂上的學(xué)習(xí)狀態(tài)并不理想。小學(xué)四年級(jí)的學(xué)生正處于從小學(xué)低年級(jí)向高年級(jí)過渡的重要階段,學(xué)習(xí)狀態(tài)也表現(xiàn)出過渡狀態(tài)特有的多重性,這一年齡段的學(xué)生在語文課堂上的學(xué)習(xí)狀態(tài)尤其值得我們關(guān)注。本文選取了F小學(xué)四年級(jí)的一個(gè)班級(jí)為個(gè)案,經(jīng)過三個(gè)月的跟蹤研究和觀察,深入分析該班級(jí)的語文課堂,結(jié)合對(duì)師生的訪談,對(duì)個(gè)案班級(jí)39名學(xué)生的語文課堂學(xué)習(xí)狀態(tài)的進(jìn)行較為深入的研究和分析,從注意狀態(tài)和情緒狀態(tài)兩個(gè)維度分析,探索與分析個(gè)案班級(jí)學(xué)生在語文課堂上學(xué)習(xí)狀態(tài)的特征。如:學(xué)生的注意指向性和集中性特征、注意品質(zhì)的發(fā)展程度具有過渡性、部分學(xué)生的課堂注意狀態(tài)和外顯行為不一致、學(xué)生良好注意狀態(tài)的維持過于依賴外在吸引;在情緒狀態(tài)上,語文課堂較之以其他課堂具有更加豐富的情緒來源、課堂上消極情緒呈現(xiàn)輻射式影響、語文課堂存在審美層面的情緒喚醒、課堂上的分歧和爭執(zhí)具有雙刃作用。并且根據(jù)對(duì)師生的深入訪談和綜合分析與觀察,從教師角度和學(xué)生角度兩個(gè)角度分析原因,進(jìn)而提出改進(jìn)性策略。
[Abstract]:With the development of educational theory and practice in recent years, the attention of educational research has gradually shifted from the study of teacher's teaching behavior to the exploration of students' learning state. The actual learning state of students in the classroom has gradually become the focus of more and more researchers. Today, with the deepening of the new curriculum reform, the reform in all fields of education is showing a gratifying situation, but in the classroom where the educational achievements have finally been reflected, Sometimes we still find it easy to find the students some unsatisfactory learning conditions. Chinese subject is the unity of instrumentality and humanism. Chinese classroom shoulders many missions such as imparting basic instrumental knowledge to students, cultivating good Chinese literacy, cultivating aesthetic spirit and promoting ideological depth and moral quality, and so on. However, it is this kind of lenient and slow particularity that makes the improvement effect of its classroom learning status on the exam scores is not significant, which causes many students to ignore the important role of Chinese classroom learning. Therefore, the learning state in Chinese class is not ideal. The students in the fourth grade of primary school are in the important stage of the transition from the lower grade to the higher grade, and the learning state also shows the unique multiplicity of the transition state. Especially, the learning state of the students in this age group in the Chinese classroom deserves our attention. This paper selects a class in the fourth grade of F Primary School as a case, after three months of follow-up research and observation, in-depth analysis of the class's Chinese class, combined with interviews with teachers and students, This paper makes an in-depth study and analysis of the learning state of 39 students in the Chinese classroom of the case class, and explores and analyzes the characteristics of the learning state of the students in the Chinese classroom from the two dimensions of the attention state and the emotional state. For example, students' attention orientation and concentration, the degree of development of attention quality is transitional, some students' classroom attention state and explicit behavior are inconsistent, and the maintenance of students' good attention state is too dependent on external attraction; In the emotional state, the Chinese classroom has more abundant emotional sources than other classes, the negative emotion in the classroom presents a radiative influence, the aesthetic level of emotional awakening exists in the Chinese classroom, and the differences and disputes in the classroom have a double-edged effect. According to the in-depth interview and comprehensive analysis and observation of teachers and students, this paper analyzes the reasons from the perspective of teachers and students, and then puts forward the strategies of improvement.
【學(xué)位授予單位】：東北師范大學(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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