本文選題：高中語(yǔ)文作業(yè) + 學(xué)業(yè)自我　； 參考：《淮北師范大學(xué)》2017年碩士論文

【摘要】：課程改革強(qiáng)調(diào)作業(yè)的分層、選擇、合作及其設(shè)計(jì)的范式,要求語(yǔ)文作業(yè)中有師生互動(dòng)、符號(hào)互動(dòng)和對(duì)學(xué)生成功的關(guān)注�！白鳂I(yè)”是人類特有的生活方式,語(yǔ)文作業(yè)是學(xué)生積累語(yǔ)識(shí)、培養(yǎng)語(yǔ)感、進(jìn)行自我發(fā)現(xiàn)和自我探究的語(yǔ)言文字訓(xùn)練活動(dòng)。學(xué)業(yè)自我概念以學(xué)生的學(xué)習(xí)過(guò)程及其學(xué)業(yè)自我認(rèn)知為研究對(duì)象,為語(yǔ)文作業(yè)的改革提供了學(xué)理的依據(jù)和支撐。本文從高中語(yǔ)文作業(yè)這一小角度落實(shí)新課程作業(yè)改革的理念,描繪語(yǔ)文作業(yè)改革的實(shí)踐圖景,力圖借助心理學(xué)的研究理路探索符合時(shí)代發(fā)展的語(yǔ)文作業(yè)新思路�；谝陨涎芯磕繕�(biāo),本研究分七部分展開(kāi)。緒論介紹了研究的緣起、意義、文獻(xiàn)綜述與思路方法。第一章作為全文的理論背景,梳理和分析了學(xué)業(yè)自我及其思維品質(zhì),闡釋了學(xué)業(yè)自我概念下語(yǔ)文作業(yè)與語(yǔ)文成績(jī)以及語(yǔ)文學(xué)科素養(yǎng)的關(guān)系,為后續(xù)的對(duì)策研究和改革實(shí)踐提供理論支撐。第二章是高中語(yǔ)文作業(yè)的實(shí)施現(xiàn)狀和對(duì)改革路徑的探索,借助學(xué)業(yè)自我理論編制量表,通過(guò)問(wèn)卷調(diào)查與觀察訪談兩種方式透視語(yǔ)文作業(yè)對(duì)學(xué)業(yè)自我的影響,剖析學(xué)生學(xué)業(yè)自我缺失的成因,探尋學(xué)業(yè)自我回歸的路徑。第三章和第四章以語(yǔ)文作業(yè)改革為切入點(diǎn)、以學(xué)業(yè)自我理論為工具進(jìn)行橫剖縱切,構(gòu)成縱線貫穿,橫線交織的結(jié)構(gòu):第三章論述針對(duì)于不同課型的語(yǔ)文作業(yè)橫向改革,構(gòu)建語(yǔ)文必修常規(guī)課、選修讀書(shū)課、試題講評(píng)課與過(guò)程寫(xiě)作課中的語(yǔ)文自主作業(yè)模型;第四章介紹貫穿高中三年的語(yǔ)文作業(yè)縱向?qū)嶒?yàn),描述“作業(yè)團(tuán)隊(duì)”、“天天語(yǔ)文”、“筆聊對(duì)話”、“過(guò)程寫(xiě)作”的作業(yè)實(shí)踐過(guò)程。第五章面向現(xiàn)階段改革實(shí)踐進(jìn)行實(shí)驗(yàn)反思,展望在新課標(biāo)、新教材、新高考下如何進(jìn)行基于學(xué)業(yè)自我的語(yǔ)文作業(yè)革命。最后結(jié)語(yǔ),通過(guò)梳理研究局限及展望研究方向,對(duì)整個(gè)研究進(jìn)行反思與總結(jié)。通過(guò)研究,可以得出以下結(jié)論:首先,從學(xué)生“習(xí)”的心理進(jìn)行語(yǔ)文作業(yè)改革具有更突出的現(xiàn)實(shí)意義,更精準(zhǔn)的實(shí)施效應(yīng)。其次,借助學(xué)業(yè)自我理論構(gòu)建的語(yǔ)文自主作業(yè)實(shí)踐模型符合學(xué)生身心特點(diǎn)和發(fā)展需求,更容易被學(xué)生接受與采納,更利于教師實(shí)施與推廣。第三,揭示語(yǔ)文自我概念的獲得路徑,即通過(guò)作業(yè)干預(yù)學(xué)生自我概念使之正向發(fā)展并以此提高學(xué)生學(xué)業(yè)成績(jī)和語(yǔ)文學(xué)科素養(yǎng)。第四,從語(yǔ)文作業(yè)交流中可以探索出一種全新的作業(yè)評(píng)價(jià)體系,從而建構(gòu)作業(yè)評(píng)價(jià)回歸生活的策略與方法,彰顯作業(yè)評(píng)價(jià)對(duì)情感體驗(yàn)與他人取向的價(jià)值訴求。
[Abstract]:Curriculum reform emphasizes the layering, selection, cooperation and design paradigm of homework, and requires teacher-student interaction, symbolic interaction and attention to students' success in Chinese homework. "homework" is a unique way of life for human beings. Chinese homework is a language training activity for students to accumulate language knowledge, cultivate language sense, and carry out self-discovery and self-exploration. The academic self-concept takes the students' learning process and their academic self-cognition as the research object and provides the theoretical basis and support for the reform of Chinese homework. This article carries out the idea of the new curriculum homework reform from the small angle of high school Chinese homework, describes the practical picture of the Chinese homework reform, and tries to explore the new thinking of Chinese homework in accordance with the development of the times with the help of psychological research. Based on the above research objectives, this study is divided into seven parts. The introduction introduces the origin, significance, literature review and thinking methods of the research. The first chapter, as the theoretical background of the full text, combs and analyzes the academic self and its thinking quality, and explains the relationship between Chinese homework, Chinese achievement and Chinese subject accomplishment under the concept of academic self. To provide theoretical support for the follow-up countermeasure research and reform practice. The second chapter is the implementation of senior high school Chinese homework and the exploration of the reform path, with the help of academic self-theory to develop a scale, through questionnaires and observation interviews two ways perspective on the impact of Chinese homework on academic self-study. Analyze the causes of students' lack of academic self, explore the path of academic self-regression. The third and fourth chapters take the Chinese homework reform as the breakthrough point and the academic self-theory as the tool to carry on the transverse cutting, forms the longitudinal line runs through, the horizontal line interweaves the structure: the third chapter discusses the horizontal reform aimed at the different class Chinese homework, The fourth chapter introduces the vertical experiment of Chinese homework which runs through three years in senior high school, describes "homework team", "daily Chinese", and "daily Chinese". The process of writing and writing. The fifth chapter is aimed at the reform practice at this stage, and looks forward to how to carry out the Chinese homework revolution based on academic self under the new curriculum standard, the new teaching material and the new college entrance examination. Finally, by combing the limitations of the study and looking forward to the direction of research, the whole study is reviewed and summarized. Through the research, we can draw the following conclusions: firstly, the reform of Chinese homework from the students' psychology of "learning" has more prominent practical significance and more precise implementation effect. Secondly, the Chinese autonomous practice model constructed by academic self-theory meets the students' physical and mental characteristics and development needs, and is more easily accepted and adopted by students, and is more conducive to the implementation and promotion of teachers. Thirdly, it reveals the way to acquire Chinese self-concept, that is, to intervene students' self-concept through homework to make it develop positively and to improve students' academic achievement and Chinese subject accomplishment. Fourth, we can explore a new job evaluation system from the communication of Chinese homework, so as to construct the strategy and method of job evaluation returning to life, and to highlight the value demand of job evaluation to emotional experience and other people's orientation.
【學(xué)位授予單位】：淮北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3

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