“支架”視域下的中學語文生成性教學
發(fā)布時間：2018-09-10 11:49
【摘要】：隨著基礎教育課程改革的不斷深化,中學語文課堂也不斷地發(fā)生著變化,中學教師的觀念也在不斷更新。傳統(tǒng)課堂教學理念早已不再適合當代社會發(fā)展的主題,而“將學生置于主體地位、強調課堂的動態(tài)生成性”,就成為現代課程理念的最大特點。生成性課堂教學強調學生的主體地位,強調課堂的“生成性”,但是如何有效地實現生成性教學,就成為大家關注的焦點。事實上,“支架”就可以幫助教師實現教學的“生成性”�！爸Ъ堋�(scaffolding),旨在提供一種暫時性幫助,它的目的有二:一是實現課堂教學目的,二是形成生成性教學�！爸Ъ堋崩碚撛从诮嬛髁x,根植于維果斯基的“最近發(fā)展區(qū)”;建構主義的主要觀點是“知識是由學習者主動建構的”。這就將學習的“主動權”交還給了學生,學生才是學習的主體,教師在課堂上提供適宜的有利于學生主動建構自己知識的“腳手架”。中學課堂上教師為學生所提供的“腳手架”,就是根據學生的情況而不斷進行調整的,因而整節(jié)課堂必然為動態(tài)生成的教學。本研究從“支架”理論的角度出發(fā),結合已有的優(yōu)秀教學案例,探討了我國中學生成性教學應有的特征及內涵。最后再在“支架”理論框架下進行一份彈性預設的教學設計活動。而這便是本研究期望給我國當前中學語文課堂教學提供一種有益的參考。
[Abstract]:With the deepening of the reform of the basic education curriculum, the Chinese classroom in middle schools is constantly changing, and the concept of middle school teachers is constantly updated. In fact, scaffolding can help teachers to realize the generative nature of teaching, which aims to provide a temporary nature. Help has two purposes: one is to achieve the purpose of classroom teaching, the other is to form generative teaching. "Scaffolding" theory originates from constructivism, rooted in Vygosky's "Zone of Recent Development"; the main point of constructivism is that "knowledge is constructed by learners on their own initiative." This gives the "initiative" of learning back to students, students. The "scaffolding" provided by teachers in middle school classes is constantly adjusted according to the situation of students, so the whole class is bound to be a dynamic generation of teaching. From the point of view of theory, this paper discusses the characteristics and connotation of Chinese middle school students'sex teaching by combining the existing excellent teaching cases. Finally, a flexible presupposition teaching design activity is carried out under the framework of "scaffolding" theory, which is expected to provide a useful reference for the current Chinese classroom teaching in middle schools in China.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.3
本文編號：2234356
[Abstract]:With the deepening of the reform of the basic education curriculum, the Chinese classroom in middle schools is constantly changing, and the concept of middle school teachers is constantly updated. In fact, scaffolding can help teachers to realize the generative nature of teaching, which aims to provide a temporary nature. Help has two purposes: one is to achieve the purpose of classroom teaching, the other is to form generative teaching. "Scaffolding" theory originates from constructivism, rooted in Vygosky's "Zone of Recent Development"; the main point of constructivism is that "knowledge is constructed by learners on their own initiative." This gives the "initiative" of learning back to students, students. The "scaffolding" provided by teachers in middle school classes is constantly adjusted according to the situation of students, so the whole class is bound to be a dynamic generation of teaching. From the point of view of theory, this paper discusses the characteristics and connotation of Chinese middle school students'sex teaching by combining the existing excellent teaching cases. Finally, a flexible presupposition teaching design activity is carried out under the framework of "scaffolding" theory, which is expected to provide a useful reference for the current Chinese classroom teaching in middle schools in China.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.3
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