本文選題：語(yǔ)文課堂 + 學(xué)習(xí)方式�。� 參考：《廣西師范大學(xué)》2016年碩士論文

【摘要】：學(xué)習(xí)方式的轉(zhuǎn)變是目前新課改的重要內(nèi)容。針對(duì)目前亟待改變的過(guò)于強(qiáng)調(diào)接受學(xué)習(xí)、死記硬背、機(jī)械訓(xùn)練的學(xué)習(xí)方式,各學(xué)科在教學(xué)中努力倡導(dǎo)和實(shí)踐著探究性學(xué)習(xí)。本文首先從定義層面和描述層面對(duì)語(yǔ)文課堂探究性學(xué)習(xí)進(jìn)行了概念界定,指出語(yǔ)文課堂探究性學(xué)習(xí)是在探究情境下,學(xué)生獨(dú)立閱讀文本、發(fā)現(xiàn)問(wèn)題,經(jīng)過(guò)思維的演繹、歸納、分析、綜合,能夠獨(dú)立解釋現(xiàn)象、能夠得出個(gè)人化的理解、能夠主動(dòng)獲取知識(shí)并創(chuàng)造性地運(yùn)用知識(shí),在教師的指導(dǎo)和幫助下,學(xué)生積累知識(shí)和經(jīng)驗(yàn),提高探究能力,同時(shí)喚醒他們的自主意識(shí)、探究意識(shí)、批判意識(shí),形成起對(duì)世界積極探索的態(tài)度,培養(yǎng)學(xué)生的獨(dú)立人格的學(xué)習(xí)方式。它具有關(guān)注學(xué)生發(fā)展中知識(shí)和能力的平衡、以問(wèn)題探究為主要形式、注重學(xué)生思維品質(zhì)培養(yǎng)、立足教材、語(yǔ)文能力的培養(yǎng)、教師的非指導(dǎo)性教學(xué)的特征。本文結(jié)合文獻(xiàn)研究、教學(xué)實(shí)踐、課堂調(diào)查、師生采訪等多種研究方法,針對(duì)語(yǔ)文課堂探究性學(xué)習(xí)實(shí)施的現(xiàn)狀研究語(yǔ)文課堂探究性學(xué)習(xí)實(shí)施中存在的三個(gè)主要問(wèn)題：探究不是從語(yǔ)文課堂教學(xué)中取材,而是從生活中另選課題,違背了語(yǔ)文課堂探究性學(xué)習(xí)的初衷；探究過(guò)程中教師引導(dǎo)的缺失,使得語(yǔ)文課堂探究性學(xué)習(xí)表現(xiàn)為放任自流,影響探究實(shí)施的效果；表面上展開(kāi)探究活動(dòng),實(shí)際上仍是灌輸學(xué)習(xí)的一套,傷害語(yǔ)文課堂探究性學(xué)習(xí)的健康發(fā)展。并針對(duì)問(wèn)題分析了其主要原因。本文針對(duì)語(yǔ)文課堂探究性學(xué)習(xí)實(shí)施現(xiàn)狀中存在的問(wèn)題,提出語(yǔ)文課堂探究性學(xué)習(xí)有效實(shí)施的條件。首先探究活動(dòng)要注重教師引導(dǎo),激發(fā)、鼓勵(lì)、喚醒學(xué)生探究學(xué)習(xí)的欲望；其次學(xué)生要充分調(diào)動(dòng)自身積極性主動(dòng)參與探究活動(dòng);最后是要營(yíng)造良好的語(yǔ)文課堂教學(xué)氛圍,提高師生探究活動(dòng)的效率。本文在結(jié)合相關(guān)參考文獻(xiàn)和教學(xué)案例的基礎(chǔ)上,提出語(yǔ)文課堂探究性學(xué)習(xí)的有效實(shí)施的策略。包括創(chuàng)設(shè)探究情境,為學(xué)生參與探究創(chuàng)造條件;找準(zhǔn)探究的內(nèi)容,抓住探究的關(guān)鍵點(diǎn),提高探究性學(xué)習(xí)的有效性；注重探究方案的制定,培養(yǎng)學(xué)生設(shè)計(jì)探究的能力;反思探究的成果,加深對(duì)問(wèn)題的理解；注重探究活動(dòng)的評(píng)價(jià),準(zhǔn)確定位學(xué)習(xí)的得失；以期為語(yǔ)文課堂探究性學(xué)習(xí)的實(shí)施提供一些參考和建議。
[Abstract]:The change of learning style is the important content of the new curriculum reform. In view of the current urgent need to change too much emphasis on accepting learning, rote learning, mechanical training learning methods, each subject in the teaching efforts to advocate and practice inquiry learning. This paper first defines the concept of inquiry learning in Chinese classroom from the level of definition and description, and points out that in the context of inquiry, the students read the text independently, discover the problem, and conclude through the deduction of thinking. Analysis, synthesis, can independently explain the phenomenon, can get personal understanding, can take the initiative to acquire knowledge and use knowledge creatively, under the guidance and help of teachers, students accumulate knowledge and experience, improve the ability of inquiry, At the same time, they awaken their independent consciousness, inquiry consciousness, critical consciousness, form a positive attitude to explore the world, cultivate students' independent personality learning style. It has the characteristics of paying close attention to the balance of knowledge and ability in the development of students, taking problem inquiry as the main form, paying attention to the cultivation of students' thinking quality, based on teaching materials, the cultivation of Chinese ability, and the non-guiding teaching of teachers. This paper combines literature research, teaching practice, classroom investigation, interviews between teachers and students, and so on. Three main problems in the implementation of Inquiry Learning in Chinese classroom: inquiry is not from the Chinese classroom teaching materials, but from the life of another topic, Contrary to the original intention of inquiry learning in Chinese classroom; the lack of teachers' guidance in the inquiry process makes the inquiry learning in Chinese classroom appear as laissez-faire, which affects the effect of inquiry implementation; on the surface, it carries out inquiry activities. In fact, it is still a set of inculcating learning, which harms the healthy development of inquiry learning in Chinese classroom. The main reasons for the problem are analyzed. Aiming at the problems existing in the implementation of inquiry learning in Chinese classroom, this paper puts forward the conditions for the effective implementation of inquiry learning in Chinese classroom. First of all, inquiry activities should pay attention to teachers' guidance, stimulate, encourage and awaken students' desire to explore learning; secondly, students should fully mobilize their enthusiasm to participate in inquiry activities; finally, it is necessary to create a good atmosphere of Chinese classroom teaching. Improve the efficiency of inquiry activities between teachers and students. On the basis of relevant references and teaching cases, this paper puts forward the effective implementation strategy of inquiry learning in Chinese classroom. It includes creating inquiry situation, creating conditions for students to participate in inquiry, identifying the content of inquiry, grasping the key points of inquiry, improving the effectiveness of inquiry learning, paying attention to the formulation of inquiry scheme and cultivating students' ability of designing and exploring. Reflect on the achievements of inquiry, deepen the understanding of the problem; pay attention to the evaluation of inquiry activities, accurately locate the gains and losses of learning; in order to provide some reference and suggestions for the implementation of inquiry learning in Chinese classroom.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.3
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本文編號(hào)：1965777