本文選題：河南省永城市高級中學 + 語文三步式教學��； 參考：《延邊大學》2017年碩士論文

【摘要】：《基礎(chǔ)教育課程改革綱要(試行)》中指出反對死記硬背式的機械性學習,鼓勵學生積極主動學習,合作討論學習,即主張實行"自主、合作、探究"式的教學方式,摒棄教師絕對權(quán)威的舊式教學觀念,倡導以學生為主體的新式教學思路。語文教育在發(fā)展過程中一方面注重提升學生的語文知識能力,另一方面要注重培養(yǎng)學生的精神素養(yǎng)。社會的發(fā)展要求語文教師關(guān)更加注學生對于現(xiàn)實生活和人生發(fā)展的需求,讓學生掌握語言交際能力的同時,還要培養(yǎng)學生實事求是、踏實努力、積極向上的人生態(tài)度。高中生處在身心發(fā)展的重要階段,他們對于語文知識和素養(yǎng)有了一定的基礎(chǔ),因此培養(yǎng)他們的自學、探究等能力是語文教學的重要任務(wù)。永城市高級中學位于河南省永城市,作為實施語文"三步式"教學模式的先行學校,永城市高級中學近十年開始在實踐中運用和完善語文"三步式"教學模式,到現(xiàn)在已臻于成熟,并逐漸由實踐上升為理論,取得十分顯著的成效。永城市高級中學語文"三步式"基于學生為主體、教師為主導的教學原則,把語文教學分為"自學引導,,階段、"合作探究,,階段和"鞏固延伸"階段。它以提升學生語文學習興趣和能力為本,以全面學習語文知識、培養(yǎng)語文素養(yǎng)為綱,是符合高中語文學科的的學習特點的,其實際應(yīng)用效果十分顯著。本論文分為四個章節(jié)對永城市高級中學語文"三步式"教學模式進行調(diào)查和分析。第一章是緒論部分,主要包括問題的提出、研究的目的和意義、對"三步式"教學模式的研究現(xiàn)狀分析以及研究的范圍和方法。第二章結(jié)合中外教育教學理論具體論述語文"三步式"教學模式的理論依據(jù)。第三章是對永城市高級中學語文"三步式"教學模式的現(xiàn)狀調(diào)查與分析,包括了 "三步式"教學模式的開展、學生的接受情況、取得的現(xiàn)有成果以及存在的問題和成因。第四章針對"三步式"教學模式存在的問題和不足提出建議,并針對存在的問題從學校、教師和學生方面結(jié)合實際提出切實可行的策略和建議。
[Abstract]:The outline of the basic Education Curriculum Reform (trial) points out that mechanical learning by rote learning should be opposed, and students should be encouraged to actively take the initiative to study and discuss learning cooperatively, that is to say, the teaching method of "autonomy, cooperation and inquiry" should be adopted. The old teaching idea of absolute authority of teachers is abandoned, and the new teaching thinking with students as the main body is advocated. In the course of the development of Chinese education, on the one hand, we should pay attention to improving students' Chinese knowledge ability, on the other hand, we should pay attention to cultivating students' spiritual accomplishment. The development of society requires Chinese teachers to pay more attention to the needs of students for the development of real life and life, let students master language communication ability, but also to cultivate students seeking truth from facts, steadfast efforts, positive attitude towards life. High school students are in an important stage of physical and mental development, they have a certain basis for Chinese knowledge and literacy, so it is an important task of Chinese teaching to cultivate their ability of self-study and inquiry. Yongcheng High School is located in Yongcheng City, Henan Province. As a leading school to implement the "three-step" teaching mode of Chinese, Yongcheng High School began to use and perfect the "three-step" teaching mode of Chinese in practice in the past ten years. Now it has matured, and gradually from practice to theory, and achieved very significant results. Based on the principle of student-oriented and teacher-led, Chinese teaching in Yongcheng Senior Middle School is divided into "self-study guidance, stage", "cooperation exploration stage" and "consolidation and extension" stage. It is based on improving students' interest and ability in Chinese learning, taking learning Chinese knowledge in an all-round way and cultivating Chinese literacy as the outline. It is in line with the learning characteristics of Chinese subject in senior high school, and its practical application effect is very remarkable. This thesis is divided into four chapters to investigate and analyze the three-step teaching mode of Chinese in Yongcheng High School. The first chapter is the introduction, including the question, the purpose and significance of the research, the analysis of the current situation of the "three-step" teaching model, as well as the scope and methods of the study. The second chapter discusses the theoretical basis of "three-step" teaching mode of Chinese. The third chapter is the investigation and analysis of the present situation of the "three-step" teaching mode in Yongcheng High School, including the development of the "three-step" teaching model, the acceptance of students, the existing achievements and the existing problems and causes. The fourth chapter puts forward some suggestions on the problems and shortcomings of the three-step teaching model, and puts forward practical strategies and suggestions from the aspects of school, teachers and students.
【學位授予單位】：延邊大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.3

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