本文選題：情境創(chuàng)設　切入點：教學情境　出處：《湖南師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：情境教學理論的出現是教學方式上的重大突破。不同于傳統(tǒng)教學,情境教學把學生置于具體直觀的環(huán)境之中,通過“境”來影響人。情境教學能激發(fā)學生的學習興趣,引發(fā)學生的情感,促進學生積極主動學習,從而有效的提高教學的效率,同時也符合兒童的心理發(fā)展規(guī)律,因此受到廣大教師的認可和學生們的喜愛。但隨著情境教學的廣泛運用,隨之而來是出現在使用上的誤區(qū),造成教學效果不明顯,降低了教學效率。本文采用文獻調查法、案例分析法、觀察法等研究方法對小學語文情境創(chuàng)設進行分析和研究。力求找到小學語文情境創(chuàng)設中所存在的問題,并分析原因,提出具體的有效策略。論文總共分為五章。第一章引言介紹了本文研究的背景及問題,界定了情境教學的概念并對研究現狀進行整理和分析,闡明了研究的主要方法和研究思路。第二章分析小學語文情境創(chuàng)設的理論基礎情境認知理論,建構主義理論。教學情境的五個特點包括形象性、趣味性、生活性、情感性和問題性以及教學情境的四個類型,即真實化情境、虛擬化情境、藝術化情境、問題情境。第三章通過筆者聽課、上課、面對面的交流討論,找出目前小學語文情境創(chuàng)設中所存在的問題。主要問題有:第一創(chuàng)設教學情境隨意化,第二創(chuàng)設教學情境過度依賴技術,第三創(chuàng)設的教學情境缺乏學術立場。其主要原因是:第一,教師缺乏創(chuàng)設教學情境的理論素養(yǎng)與動機,第二,教育制度缺陷加劇了教學情境創(chuàng)設的難度。第四章小學語文情境創(chuàng)設的案例及分析。通過在小學語文課堂進行觀察與記錄,選取小學語文課堂的典型案例。第五章提出小學語文情境創(chuàng)設的有效策略。結合課堂觀察及分析研究得出的問題及原因,給出具體的解決策略。
[Abstract]:The emergence of situational teaching theory is a great breakthrough in teaching methods. Different from traditional teaching, situational teaching places students in a concrete and intuitive environment and influences people through "circumstances". Situational teaching can stimulate students' interest in learning. Arouse students' emotion, promote students to study actively, thus effectively improve the efficiency of teaching, but also accord with the law of children's psychological development, Therefore, it is recognized by the teachers and loved by the students. However, with the extensive use of situational teaching, there are some misunderstandings in the use of situational teaching, which make the teaching effect not obvious and reduce the teaching efficiency. Case analysis, observation and other research methods are used to analyze and study the creation of Chinese situation in primary school, and try to find out the problems existing in the creation of Chinese situation in primary school, and analyze the reasons. The thesis is divided into five chapters. The first chapter introduces the background and problems of this study, defines the concept of situational teaching, and analyzes the current situation of the research. The second chapter analyzes the theoretical basis of primary school Chinese context creation situation cognitive theory, constructivism theory. The five characteristics of teaching situation include visualization, interest, life, and so on. Affective, problem and four types of teaching situation, that is, truthfulness, virtualization, artistry, problem situation. Chapter three through the author's lectures, classes, face-to-face communication and discussion, To find out the problems existing in the creation of Chinese language situation in primary school at present. The main problems are as follows: first, the creation of teaching situation is arbitrary; second, the creation of teaching situation is excessively dependent on technology. The main reasons are: first, the teachers lack the theoretical literacy and motivation to create the teaching situation; second, The defects of the educational system aggravate the difficulty of creating the teaching situation. The case and analysis of the creation of the primary school Chinese situation in 4th chapter. Through the observation and record in the primary school Chinese classroom, Select typical cases of primary school Chinese classroom. Chapter 5th puts forward effective strategies of creating Chinese situation in primary school. Combined with classroom observation and analysis of the problems and reasons, this paper gives specific strategies to solve the problems.
【學位授予單位】：湖南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.2

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本文編號：1639434