本文關鍵詞：基于多爾課程觀的“自組織”式閱讀教學研究　出處：《華東師范大學》2017年碩士論文　論文類型：學位論文

  更多相關文章： 多爾課程觀 自組織式閱讀教學 高中語文閱讀教學

【摘要】：閱讀教學是語文教學的重要組成部分,是課程與教學領域的熱點話題。揭示并正確處理閱讀教學中的基本矛盾不僅關系到閱讀教學自身的完善與發(fā)展,更關系到學生語文知識的積累、語文能力的提高與良好情感、態(tài)度、價值觀的形成。本論文以多爾的后現(xiàn)代主義課程理論為基礎,以當前高中語文閱讀教學中有效性與豐富性之間的矛盾為著眼點,提出"自組織"式閱讀教學的構想。進而在對"自組織"式閱讀教學模式進行反思的基礎上,從宏觀、中觀與微觀三個層面對其提出構建策略。具體來說,本論文共分為四個部分。第一部分為"導論",對本論文的研究緣起與意義、研究對象與方法進行介紹;對研究中所使用的概念"課程""閱讀教學"以及"'自組織'式閱讀教學"進行界定;并從多爾課程觀和閱讀教學兩個角度對研究現(xiàn)狀進行綜述。第二部分為"多爾課程觀述評",分別從理論淵源、對現(xiàn)代主義課程的反思、后現(xiàn)代主義課程的構建三個方面對多爾課程觀進行系統(tǒng)闡述。第三部分為"基于多爾課程觀的'自組織'式閱讀教學",首先,以高中語文課程標準為依據(jù),通過結合具體案例,對學生進行問卷調查,對教師進行訪談揭示出當前高中語文閱讀教學中"豐富性"與"有效性"之間存在的矛盾;其次,基于多爾課程觀,著眼于"豐富性"與"有效性"之間的矛盾,提出"自組織"式閱讀教學的構想;最后,結合具體、真實的教學案例探討如何實施"自組織"式教學。第四部分為" '自組織'式閱讀教學的反思與構建",首先,從"自組織"式閱讀教學本身的局限性與實施的現(xiàn)實障礙兩個方面對其進行反思;其次,從宏觀、中觀、微觀三個層面系統(tǒng)闡述"自組織"式閱讀教學的構建策略。本論文以多爾的后現(xiàn)代主義課程理論為基礎,以高中語文閱讀中"豐富性"與"有效性"之間的矛盾為著眼點,提出"自組織"閱讀教學模式,并在反思其本身局限性與實施的現(xiàn)實障礙的基礎上,提出構建策略,以回應課標要求,緩解與解決閱讀教學中的基本矛盾,促進學生語文素養(yǎng)的提高與健全人格的發(fā)展。
[Abstract]:Reading teaching is an important part of Chinese teaching and a hot topic in the field of curriculum and teaching. Revealing and correctly handling the basic contradictions in reading teaching is not only related to the improvement and development of reading teaching, but also to the accumulation of students' knowledge of Chinese, the improvement of Chinese ability and the formation of good feelings, attitudes and values. Based on Dole's Postmodernist Curriculum Theory and the contradiction between effectiveness and richness in current high school Chinese reading teaching, this paper proposes the idea of self organizing reading teaching. Then, on the basis of self - organizing reading teaching mode, the construction strategy is put forward from three layers of macro, medium and micro. Specifically, this paper is divided into four parts. The first part is "Introduction", to research the origin and significance of this paper, the research object and methods are introduced; the research in the use of the concept of the "course" and "teaching" and "'self organization' reading teaching" is defined; the progress of Dole and from the view of curriculum and teaching of reading two a point of view. The second part is the commentary of Dole's curriculum view. It systematically expounds Dole's curriculum view from three aspects: theoretical origin, reflection on Modernism Curriculum and construction of post-modernism curriculum. The third part is "self organization" teaching of reading "curriculum based on Dole 'first in the high school language curriculum standard as the basis, through combining the concrete case, carries on the questionnaire survey to the students, the teachers were interviewed to reveal the current high school Chinese Reading Teaching in the" rich "and" validity "the contradiction between Dole; secondly, curriculum based, focus on" contradiction between richness "and" effectiveness ", the concept of" self-organization "type reading teaching; finally, combined with the specific and real teaching cases and discusses how to implement the" self-organization "teaching. The fourth part is "the 'self organization' reading teaching reflection and construction", first of all, the two aspects of teaching practical obstacles and limitations of the implementation of its reflection of the "self-organization" reading; secondly, from the macro, meso and micro three aspects systematically expounds the "self-organization" reading the construction of teaching strategies. This thesis is based on Dole's theory of post modernist Curriculum, the high school Chinese reading in the "rich" and "validity" the contradiction between the focus of "self-organization" reading teaching mode, basic practical obstacles and to rethink their limitations and Implementation on the proposed strategy, in response to the curriculum requirements, to alleviate and solve the basic contradiction in the teaching of reading, development to promote the improvement of students' Chinese accomplishment and perfect personality.
【學位授予單位】：華東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.33

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