本文選題：高中語文 + 閱讀教學(xué)��； 參考：《信陽師范學(xué)院》2017年碩士論文

【摘要】：閱讀在語文教育中占據(jù)著舉足輕重的地位,閱讀教學(xué)也一直是語文教學(xué)的重點(diǎn)。新課程改革致力于學(xué)生的學(xué)習(xí)由被動(dòng)式到主動(dòng)式的轉(zhuǎn)變,從而實(shí)現(xiàn)語文的高效學(xué)習(xí),改革中合作探究性學(xué)習(xí)得到了廣泛的應(yīng)用。合作探究性學(xué)習(xí)在高中語文閱讀教學(xué)中已施行多年,在教學(xué)、教師、學(xué)生等方面也取得了一定成效,但在施行過程中也出現(xiàn)了一系列的問題。本文結(jié)合具體的問卷調(diào)查,分析合作探究性學(xué)習(xí)在高中語文閱讀教學(xué)中存在的問題,并提出相應(yīng)的對(duì)策,以期為以后的研究者提供一些借鑒。本文除引言和結(jié)語之外,主體內(nèi)容共分為三部分。引言部分主要介紹論文的選題背景、選題目的和意義、國內(nèi)外研究現(xiàn)狀和研究方法,把以往關(guān)于合作探究性學(xué)習(xí)的研究現(xiàn)狀作了總結(jié)與陳述,并就當(dāng)前研究所存在的一些問題說明本研究的可行性。第一部分主要介紹合作探究性學(xué)習(xí)的概況,從合作探究性學(xué)習(xí)在高中語文閱讀教學(xué)的應(yīng)用的理論依據(jù)和現(xiàn)實(shí)依據(jù)兩個(gè)方面及合作探究性學(xué)習(xí)在高中語文閱讀教學(xué)的應(yīng)用的四個(gè)原則展開具體的論述。第二部分是合作探究性學(xué)習(xí)在高中語文閱讀教學(xué)應(yīng)用中數(shù)據(jù)分析和調(diào)查問卷反饋的信息,為研究提供數(shù)據(jù)支持并概括該法運(yùn)用的現(xiàn)狀分析。通過分析,發(fā)現(xiàn)合作探究性學(xué)習(xí)在高中語文閱讀教學(xué)中應(yīng)用比重很大,在實(shí)施的過程中雖然也取得了一定的教學(xué)成效。但是因?yàn)閷W(xué)生們的積極性不高、參與意識(shí)不強(qiáng),教師們?cè)诮虒W(xué)活動(dòng)中不貼合實(shí)際、教師對(duì)課改的認(rèn)知定位不準(zhǔn)確等原因使得合作探究性教學(xué)的優(yōu)勢并沒有得到更好的發(fā)揮。第三部分是針對(duì)現(xiàn)狀對(duì)合作探究性學(xué)習(xí)在高中語文閱讀教學(xué)應(yīng)用改進(jìn)措施的建議。從學(xué)生方面來分析,需要提高參與度,增強(qiáng)參與意識(shí);合理組成小組,重視組長的作用。從教師方面來分析,教師授課貼合實(shí)際,避免套路;加強(qiáng)培訓(xùn)力度,提升課改能力;注重課堂設(shè)計(jì),提問方式多樣;創(chuàng)建合適環(huán)境,完善評(píng)價(jià)機(jī)制。結(jié)語部分對(duì)本文的研究作了總結(jié)提升,闡明在新課改中合作探究性學(xué)習(xí)方法在語文閱讀教學(xué)的應(yīng)用是有必要的,并且應(yīng)是積極推行的。
[Abstract]:Reading plays an important role in Chinese education, reading teaching has always been the focus of Chinese teaching. The new curriculum reform is devoted to the transformation of students' learning from passive to active, so as to realize the efficient learning of Chinese. Cooperative inquiry learning has been widely used in the reform. Cooperative inquiry learning has been carried out for many years in the teaching of Chinese reading in senior high school. It has also made some achievements in teaching, teachers and students, but there are also a series of problems in the process of implementation. This paper analyzes the problems of cooperative inquiry learning in the teaching of Chinese reading in senior high school, and puts forward the corresponding countermeasures, in order to provide some reference for the researchers in the future. In addition to the introduction and conclusion, the main content is divided into three parts. The introduction mainly introduces the background, the purpose and significance of the topic, the current research situation and research methods at home and abroad, and summarizes and states the previous research status of cooperative inquiry learning. At the same time, the feasibility of this study is explained by some problems existing in the present research. The first part mainly introduces the general situation of cooperative inquiry learning. This paper discusses the application of cooperative inquiry learning in Chinese reading teaching in senior high school from two aspects: the theoretical basis and the practical basis and the four principles of the application of cooperative inquiry learning in the teaching of Chinese reading in senior high school. The second part is the information of data analysis and questionnaire feedback in the application of cooperative inquiry learning in senior high school Chinese reading teaching, which provides data support for the research and summarizes the current situation analysis of the application of this method. Through analysis, it is found that cooperative inquiry learning has a large proportion in the teaching of Chinese reading in senior high school, although it has achieved certain teaching results in the process of implementation. However, because the students' enthusiasm is not high, the participation consciousness is not strong, the teachers' teaching activities are not in line with the reality, and the teachers' cognitive orientation to the curriculum reform is not accurate, the advantages of cooperative inquiry teaching have not been given better play. The third part is aimed at the present situation to the cooperative inquiry learning in senior high school Chinese reading teaching application improvement measures. From the aspect of students, it is necessary to improve the participation degree and enhance the consciousness of participation, and form groups rationally and attach importance to the role of group leader. From the perspective of teachers, teachers' teaching fits the reality, avoids the routine; strengthens the training dynamics, promotes the curriculum reform ability; pays attention to the classroom design, the question way is diverse; creates the suitable environment, consummates the appraisal mechanism. The conclusion part summarizes and promotes the research in this paper, and expounds that the application of cooperative inquiry learning method in Chinese reading teaching is necessary and should be actively carried out in the new curriculum reform.
【學(xué)位授予單位】：信陽師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.33

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