本文選題：教材 + 教學(xué)內(nèi)容��； 參考：《合肥師范學(xué)院》2017年碩士論文

【摘要】：初中美術(shù)的新課改實施以來,始終存在著“用教材教”和“教教材”的問題,到2011年新課標(biāo)修訂,這個問題更加突出;課標(biāo)修訂引發(fā)了全國各地都啟動新一輪美術(shù)教材的修訂,而無論是教材編寫者還是教材的使用者,都在考慮同樣一個問題:即如何更有利于學(xué)生掌握系統(tǒng)的美術(shù)知識技能。在以往一周一課的單課時方式教學(xué),想真正有效的達成三維教學(xué)目標(biāo),存在很多困難和問題,而將若干單課時內(nèi)容整合為單元進行單元化教學(xué),效果更好,是“用教材教”的一條有效途徑。所謂單元化教學(xué),核心要旨是打破傳統(tǒng)的一課一授的模式,將原有獨立甚至孤立的章節(jié)理解吃透之后重新整合成一個聯(lián)系緊密、主旨明確的單元,然后根據(jù)美術(shù)學(xué)科知識的邏輯聯(lián)系和學(xué)生學(xué)習(xí)的便利將內(nèi)容再分解到若干單課時進行教學(xué)。其教學(xué)的最大特征是最大程度避免了“教教材”問題,改善了“三維目標(biāo)”對課堂教學(xué)的束縛,減輕了學(xué)生在學(xué)具準(zhǔn)備等方面的負(fù)擔(dān),提高了學(xué)生學(xué)習(xí)的積極性和效率以及作業(yè)的質(zhì)量。單元化教學(xué)需要把握好四個重要的環(huán)節(jié):即深入理解課程標(biāo)準(zhǔn)、熟悉研究教材和分析掌握學(xué)情是前提;按同領(lǐng)域、跨領(lǐng)域、地方資源或多學(xué)科知識等不同方式科學(xué)整合教學(xué)內(nèi)容是關(guān)鍵;制定單元化教學(xué)方案、選擇適當(dāng)?shù)慕虒W(xué)方法開展教學(xué)以及新穎的個性化的作業(yè)設(shè)計是保障。單元化教學(xué)作為一個新的教學(xué)思路和教學(xué)實踐方式,有人做過一些研究,但大多數(shù)僅是停留在理論研究階段,少有實驗性教學(xué)驗證。本研究以人美版初中美術(shù)教材為對象,通過實驗教學(xué)探索單元化教學(xué)的價值、劃分依據(jù)、形式及教學(xué)設(shè)計、實施、評價等問題,進一步拓展了一線老師的視野,更好的使用教材和落實“三維目標(biāo)”并提高教學(xué)實效。
[Abstract]:Since the implementation of the new curriculum reform of the middle school art, there has always been the problem of "teaching materials" and "teaching materials". By the revision of the new curriculum standard in 2011, this problem is more prominent. The revision of the curriculum standard has caused the revision of a new round of Art textbooks all over the country, and the same one is considered, whether the textbook editor or the user of the textbook. Question: how is it more conducive to the students to master the art knowledge and skills of the system. In the past week, one lesson in the single lesson teaching, in order to achieve a real and effective achievement of three-dimensional teaching goals, there are many difficulties and problems, and the integration of a number of single course content into unit teaching, the effect is better, it is an effective "teaching by teaching". The key point of the so-called unit teaching is to break the traditional model of one lesson, one lesson, and to reintegrate the original and even isolated chapter understanding into a closely connected, purport unit, then decompose the content into several single classes according to the logical connection of the knowledge of the art discipline and the convenience of the students' learning. The biggest feature of teaching is to avoid the problem of teaching materials to the greatest extent, improve the bondage of "three dimensional goal" to classroom teaching, reduce the burden on students in preparation of learning tools, improve the enthusiasm and efficiency of students' study and the quality of homework. The four important links should be grasped in single teaching. It is the premise to understand the curriculum standards thoroughly, to be familiar with the research materials and to analyze and master the learning situation, and to integrate the teaching content according to the same field, cross domain, local resources or multidisciplinary knowledge is the key to the integration of the teaching content. As a new teaching idea and teaching practice, meta teaching has done some research, but most of them only stay in the stage of theoretical research and have few experimental teaching verification. Problems such as implementation and evaluation have further expanded the vision of front-line teachers, better use of teaching materials and implementation of "three-dimensional goals" and improved teaching effectiveness.
【學(xué)位授予單位】：合肥師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.955

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