發(fā)布時(shí)間：2018-06-01 01:00

  本文選題：高中語文閱讀教學(xué) + 問題設(shè)計(jì)��； 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：問題設(shè)計(jì)是高中語文閱讀教學(xué)備課階段的重要環(huán)節(jié),它在提高閱讀教學(xué)備課質(zhì)量,打造高效語文閱讀課堂,提升學(xué)生語文素養(yǎng)方面發(fā)揮著不可替代的重要作用。但是高中語文閱讀教學(xué)問題設(shè)計(jì)現(xiàn)狀并不樂觀:為問而問的過多低質(zhì)量問題充斥著語文課堂,表面熱鬧,實(shí)則教學(xué)效果甚微。筆者在查閱相關(guān)文獻(xiàn)資料的基礎(chǔ)上,通過問卷調(diào)查、訪談并結(jié)合親身實(shí)踐,研究分析了目前高中語文閱讀教學(xué)問題設(shè)計(jì)中存在的問題,剖析了問題設(shè)計(jì)不到位的主要原因,并提出了優(yōu)化對(duì)策,以期強(qiáng)化問題設(shè)計(jì)、提高語文閱讀課的教學(xué)效率,并為教師改進(jìn)閱讀教學(xué)的備課能力提供一些借鑒。研究結(jié)果表明,目前高中語文閱讀教學(xué)中問題設(shè)計(jì)存在的主要問題有:問題數(shù)量多、內(nèi)容淺;問題缺乏層次性;問題語言表述缺乏規(guī)范性;問題缺乏探究性與創(chuàng)新性。其根本原因可歸結(jié)為:教師的文本解讀水平較低;忽視學(xué)生的主體性;教師對(duì)問題設(shè)計(jì)的反思不夠。優(yōu)化問題設(shè)計(jì)的基本策略是:吃透教材,挖掘文本內(nèi)涵;讀懂學(xué)生,構(gòu)建學(xué)情視角;創(chuàng)新問法,貫徹“主問題”理念;創(chuàng)設(shè)問題情境,促進(jìn)感受體驗(yàn);發(fā)揮教學(xué)機(jī)智,樹立問題生成觀。在新課程理念下,提高教師的問題設(shè)計(jì)的能力與水平,是提高語文閱讀教學(xué)質(zhì)量的有效途徑,也是打造高效語文課堂的必然要求,更是優(yōu)化高中語文教學(xué)的應(yīng)有要義�？梢娂訌�(qiáng)語文閱讀教學(xué)問題設(shè)計(jì)的研究具有很強(qiáng)的現(xiàn)實(shí)意義。
[Abstract]:Problem design is an important link in the preparation stage of Chinese reading teaching in senior high school. It plays an irreplaceable role in improving the quality of lesson preparation in reading teaching, creating efficient Chinese reading class and improving students' Chinese literacy. However, the design of Chinese reading teaching in senior high school is not optimistic: too many low quality questions for asking are filled with Chinese classroom, but the surface is lively, but the teaching effect is very little. On the basis of consulting relevant literature, through questionnaire investigation, interview and personal practice, the author studies and analyzes the problems existing in the design of Chinese reading teaching problems in senior high school, and analyzes the main reasons why the problem design is not in place. The author also puts forward the optimized countermeasures in order to strengthen the problem design, improve the teaching efficiency of Chinese reading course, and provide some reference for teachers to improve the ability of preparing lessons in reading teaching. The research results show that the main problems in the problem design in senior high school Chinese reading teaching are as follows: large number of problems, shallow content, lack of hierarchy, lack of standardization of problem language expression, lack of inquiry and innovation. The basic reasons can be summed up as follows: teachers' reading level of text is low; students' subjectivity is neglected; and teachers' reflection on problem design is not enough. The basic strategies of optimizing the problem design are as follows: thoroughly eating the textbook, excavating the connotation of the text; understanding the students, constructing the perspective of learning situation; innovating the method of asking, carrying out the idea of "the main problem"; creating the problem situation, promoting the feeling and experience; giving full play to the teaching wit, Set up the concept of problem formation. Under the new curriculum concept, improving teachers' ability and level of problem design is an effective way to improve the quality of Chinese reading teaching, is also the inevitable requirement of creating efficient Chinese classroom, and it is also the essential meaning of optimizing Chinese teaching in senior high school. Therefore, it is of great practical significance to strengthen the research on the design of Chinese reading teaching problems.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.33

【參考文獻(xiàn)】

相關(guān)期刊論文 前5條

1 吳光明;;略談?wù)Z文課堂教學(xué)主問題設(shè)計(jì)的三個(gè)誤區(qū)[J];福建教育學(xué)院學(xué)報(bào);2016年06期

2 伏榮超;;中學(xué)語文閱讀教學(xué)中的問題設(shè)計(jì)[J];教育實(shí)踐與研究(B);2011年01期

3 徐梅;;課堂討論的問題設(shè)計(jì)[J];探秘(科學(xué)課);2010年06期

4 呂秀芬;我思故我在[J];中學(xué)語文教學(xué);2005年06期

5 安方明;論問題教學(xué)對(duì)教學(xué)論改革的意義[J];首都師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);1996年04期

相關(guān)碩士學(xué)位論文 前8條

1 單麗娜;初中語文閱讀教學(xué)問題設(shè)計(jì)的策略探究[D];渤海大學(xué);2016年

2 李薇;新課標(biāo)下初中語文記敘文教學(xué)“主問題設(shè)計(jì)”研究[D];內(nèi)蒙古師范大學(xué);2015年

3 劉園;試論中學(xué)語文閱讀教學(xué)主問題的優(yōu)化設(shè)計(jì)[D];湖南師范大學(xué);2015年

4 唐雪嬌;小學(xué)語文閱讀教學(xué)問題設(shè)計(jì)的現(xiàn)狀與對(duì)策研究[D];西南大學(xué);2014年

5 王仲炎;課堂教學(xué)的“問題設(shè)計(jì)”研究[D];華東師范大學(xué);2011年

6 張婷;關(guān)注思維發(fā)展的閱讀教學(xué)問題設(shè)計(jì)策略探究[D];東北師范大學(xué);2011年

7 李愛;語文閱讀教學(xué)問題設(shè)計(jì)策略初探[D];山東師范大學(xué);2009年

8 葛志堅(jiān);中學(xué)語文閱讀教學(xué)中“問題設(shè)計(jì)”研究及其實(shí)施策略[D];南京師范大學(xué);2008年

，

本文編號(hào)：1962171