【摘要】：從20世紀30年代起,生態(tài)學的影響逐步波及教育學,教育生態(tài)學應運而生。歷經(jīng)八十載,教育生態(tài)學的理論架構已經(jīng)比較完備,為教育學的進一步研究提供了新視域,做出了新貢獻。而課堂教學生態(tài)作為這一理論的微觀研究對象,目前還處于起步階段,其在我國的實踐研究更是少之又少。本研究通過把語文課堂生態(tài)看作是一種特殊的教學生態(tài),運用教育生態(tài)學的理論深入闡釋語文課堂教學生態(tài)的內(nèi)涵、結構、特征和功能,通過對小學高年級語文課堂教學生態(tài)的現(xiàn)狀進行調(diào)查和分析,反思存在的問題,并結合語文課堂教學實際,提出改進建議。本論文共有五個部分:第一章為緒論,主要結合目前課堂教學生態(tài)在小學語文教學中的重要性以及對國內(nèi)外相關研究文獻的綜述,提出研究小學高年級語文課堂教學生態(tài)的可行性和必要性。同時,闡述本文開展研究的方法以及研究的思路。第二章為本文的概念界定和理論基礎。根據(jù)對相關材料的分析和己有概念的認識,結合小學高年級語文課堂教學的特點,筆者確定了本研究中課堂教學、課堂教學生態(tài)和語文課堂教學生態(tài)的具體概念,并指出教育生態(tài)學理論、多元智能理論、建構主義教學理論和生態(tài)美學理論為本研究的主要理論依據(jù)。第三章為小學高年級語文課堂教學生態(tài)的理論研究,主要對小學高年級語文教學課堂生態(tài)的結構、特征和功能作了解析。第四章為小學高年級語文課堂教學生態(tài)的現(xiàn)狀調(diào)查。在這一章節(jié)里,筆者闡述了調(diào)查的目的、樣本的選擇以及問卷的設計,并對問卷設計的五個維度進行了描述。第五章是對問卷得到的數(shù)據(jù)進行結果統(tǒng)計。第六章為小學高年級語文課堂教學生態(tài)存在的問題、原因與對策。在這一章節(jié),首先肯定教師對語文課堂教學生態(tài)已有的認識,但是仍然存在認識上的問題。筆者力圖從發(fā)現(xiàn)的問題著手,對問題產(chǎn)生的原因進行分析,最后針對這些問題和因素,提出一些解決方法,為優(yōu)化小學高年級語文課堂教學生態(tài)提供一些建議。第七章是總結與展望。筆者就本研究得出的結果進行了描述,并就研究中存在的不足之處以及再接下去可以研究的方向提出了自己的看法。
[Abstract]:Since 1930 s, the influence of ecology has gradually spread to pedagogy, and educational ecology emerges as the times require. After 80 years, the theoretical framework of educational ecology has been relatively complete, which provides a new perspective and contribution for the further study of pedagogy. As the microscopic research object of this theory, classroom teaching ecology is still in its infancy, and its practical research in our country is even less. This study regards Chinese classroom ecology as a special teaching ecology, uses the theory of educational ecology to explain the connotation, structure, characteristics and functions of Chinese classroom teaching ecology, investigates and analyzes the present situation of Chinese classroom teaching ecology in senior primary schools, reflects on the existing problems, and puts forward some suggestions for improvement in combination with the reality of Chinese classroom teaching. There are five parts in this paper: the first chapter is the introduction, which mainly combines the importance of classroom teaching ecology in primary school Chinese teaching and the review of relevant research literature at home and abroad, and puts forward the feasibility and necessity of studying the ecology of Chinese classroom teaching in senior primary school. At the same time, this paper expounds the research methods and ideas. The second chapter is the definition and theoretical basis of this paper. According to the analysis of related materials and the understanding of existing concepts, combined with the characteristics of Chinese classroom teaching in senior primary schools, the author determines the specific concepts of classroom teaching, classroom teaching ecology and Chinese classroom teaching ecology in this study, and points out that the main theoretical basis of this study is educational ecology theory, multiple intelligence theory, constructivism teaching theory and ecological aesthetics theory. The third chapter is the theoretical research on the ecology of Chinese classroom teaching in the senior grade of primary school, which mainly analyzes the structure, characteristics and functions of the classroom ecology of Chinese teaching in the senior grade of primary school. The fourth chapter is the investigation of the current situation of Chinese classroom teaching ecology in the senior grade of primary school. In this chapter, the author expounds the purpose of the survey, the selection of samples and the design of the questionnaire, and describes the five dimensions of the questionnaire design. The fifth chapter is to carry on the result statistics to the questionnaire data. The sixth chapter is the ecological problems, causes and countermeasures of Chinese classroom teaching in the senior grade of primary school. In this chapter, first of all, teachers' understanding of Chinese classroom teaching ecology is affirmed, but there are still cognitive problems. The author tries to start with the problems found, analyzes the causes of the problems, and finally puts forward some solutions to these problems and factors, so as to provide some suggestions for optimizing the ecology of Chinese classroom teaching in senior primary schools. The seventh chapter is a summary and prospect. The author describes the results of this study, and puts forward his own views on the shortcomings of the study and the direction of further study.
【學位授予單位】：上海師范大學
【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：2500236