【摘要】：國家發(fā)展,離不開教育,有效的教育是國家強(qiáng)盛的基礎(chǔ)。教師應(yīng)把培養(yǎng)具有自主、合作、探究能力的人才作為自己教育生涯的終極目標(biāo)。小學(xué)是一個人獲取知識、形成良好人格的最佳時期,也是世界觀初步形成的重要階段。在這個階段,我們著力研究教育能給學(xué)生什么,教育能對學(xué)生的未來有什么積極的影響以及教育能對一個學(xué)生有什么樣的改變等問題。2001年7月教育部頒布的《全日制義務(wù)教育語文課程標(biāo)準(zhǔn)》首次提出了綜合性學(xué)習(xí)。綜合性學(xué)習(xí)在2001年首次提出到現(xiàn)在已經(jīng)過去了將近十六年,我國語文綜合性學(xué)習(xí)在世紀(jì)之初被編入教材,也是在這個時候綜合性學(xué)習(xí)與語文學(xué)科開始融合。小學(xué)語文綜合性學(xué)習(xí)作為最新的第五大課程形態(tài)開始與其他四大傳統(tǒng)語文教學(xué)形態(tài)并列,綜合性學(xué)習(xí)的開展有什么意義呢?目前在一線語文教師的綜合性學(xué)習(xí)教學(xué)中,鮮有有效的策略支撐課堂,在《義務(wù)教育語文課程標(biāo)準(zhǔn)(2011年版)》里也沒有具體的策略作指導(dǎo)。很多語文教師認(rèn)為,小學(xué)語文綜合性學(xué)習(xí)是一個很新鮮的事物,有待于以后慢慢發(fā)展,所以很少把它與閱讀、寫作、口語交際等同看待。導(dǎo)致學(xué)生不知道學(xué)什么,教師不知道應(yīng)該怎么教,很難提高學(xué)習(xí)效率。本論文在理論與實踐這兩個方面探索出小學(xué)語文綜合性學(xué)習(xí)的有效策略。在探究的過程中,以《義務(wù)教育語文課程標(biāo)準(zhǔn)(2011年版)》和小學(xué)生心理發(fā)展的特點對小學(xué)語文綜合性學(xué)習(xí)有效策略進(jìn)行研究。通過對教學(xué)實例剖析和對相關(guān)文獻(xiàn)進(jìn)行重新閱讀、思考、研究、得出有效的教學(xué)策略,最后在實際教學(xué)中將理論與實踐相結(jié)合,實現(xiàn)課堂的高效、有趣。
[Abstract]:National development can not be separated from education, effective education is the basis of national prosperity. Teachers should take the cultivation of talents with autonomy, cooperation and inquiry ability as the ultimate goal of their educational career. Primary school is the best time for a person to acquire knowledge and form a good personality, and it is also an important stage for the initial formation of the world outlook. At this stage, we focus on what education can give to students. What is the positive influence of education on the future of students and what kind of change can education have on a student? the Chinese Curriculum Standard for full-time compulsory Education promulgated by the Ministry of Education in July 2001 put forward comprehensive learning for the first time. Nearly 16 years have passed since comprehensive learning was first put forward in 2001. At the beginning of the century, comprehensive Chinese learning in China was compiled into teaching materials, and at this time, comprehensive learning and Chinese subjects began to integrate. As the latest fifth curriculum form, primary school Chinese comprehensive learning begins to juxtaposed with the other four traditional Chinese teaching forms. What is the significance of the development of comprehensive learning? At present, there are few effective strategies to support the classroom in the comprehensive learning and teaching of front-line Chinese teachers, and there are no specific strategies to guide them in the Chinese Curriculum Standard of compulsory Education (2011 Edition). Many Chinese teachers think that primary school Chinese comprehensive learning is a very new thing, which needs to be developed slowly in the future, so it is rarely regarded as reading, writing and oral communication. As a result, students do not know what to learn, teachers do not know how to teach, it is difficult to improve learning efficiency. This paper explores the effective strategies of primary school Chinese comprehensive learning in theory and practice. In the process of inquiry, the effective strategies of primary school Chinese comprehensive learning are studied according to the characteristics of compulsory education Chinese curriculum standard (2011 edition) and the psychological development of primary school students. Through the analysis of teaching examples and the re-reading, thinking and research of the relevant literature, the effective teaching strategy is obtained. finally, the theory and practice are combined in the actual teaching to realize the efficiency and interest of the classroom.
【學(xué)位授予單位】：長春師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.2

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