【摘要】：隨著新時(shí)期的改革和教育教學(xué)的發(fā)展進(jìn)步,國(guó)家在基礎(chǔ)教育領(lǐng)域全面推行素質(zhì)教育并推行新的教學(xué)模式,于是,就產(chǎn)生了“先學(xué)后教”教學(xué)模式以及“導(dǎo)學(xué)案”課堂。語(yǔ)文閱讀教學(xué)嘗試運(yùn)用了“先學(xué)后教”的模式,以“導(dǎo)學(xué)案”為教學(xué)方法的一種體系�！跋葘W(xué)后教”教學(xué)模式的可行性究竟如何?為什么各大效仿的學(xué)校在學(xué)習(xí)這種教學(xué)模式的時(shí)候卻沒(méi)有取得相應(yīng)的效果?教育界對(duì)這種“先學(xué)后教”的模式存在著爭(zhēng)議,可為何存在這么多爭(zhēng)議,各大學(xué)校卻要爭(zhēng)相效仿?這說(shuō)明“先學(xué)后教”肯定有值得學(xué)習(xí)的地方,另外,很多教師對(duì)這種模式存在著誤讀,這又使我對(duì)探究“先學(xué)后教”模式在語(yǔ)文教學(xué)中如何恰當(dāng)?shù)剡\(yùn)用產(chǎn)生了興趣,由于高中生的身心發(fā)展特點(diǎn),更適合用這種教學(xué)模式進(jìn)行教學(xué),因此,本文著重研究這種模式在高中語(yǔ)文閱讀教學(xué)中的恰當(dāng)運(yùn)用�！跋葘W(xué)后教”的課堂教學(xué)模式能抓住高中生的身心發(fā)展特點(diǎn),在教學(xué)過(guò)程中以學(xué)生為主體,使用各種方式提高學(xué)生的學(xué)習(xí)興趣,最大限度地調(diào)動(dòng)其學(xué)習(xí)的積極性,讓孩子們能夠自主地探究文本、主動(dòng)獲取知識(shí);另外,“先學(xué)后教”模式與語(yǔ)文閱讀的結(jié)合,能夠讓學(xué)生在實(shí)踐中探究,有利于學(xué)生積極主動(dòng)地參與到課堂當(dāng)中,增加學(xué)生自主閱讀的機(jī)會(huì),而且通過(guò)當(dāng)堂訓(xùn)練,使學(xué)生把剛學(xué)的知識(shí)轉(zhuǎn)化為能力,“教是為了不教”得到了充分的體現(xiàn)。但是“先學(xué)后教”模式在當(dāng)前語(yǔ)文教學(xué)中也存在問(wèn)題:學(xué)案編制及使用存在著不當(dāng);濫用或忽略“小組合作學(xué)習(xí)”;學(xué)生提不出“問(wèn)題”;語(yǔ)文教學(xué)策略“程序化”以及學(xué)生自主學(xué)習(xí)能力差等。針對(duì)這些問(wèn)題,“先學(xué)后教”要注意:合理編制和使用“學(xué)案”;合理利用小組學(xué)習(xí)的優(yōu)勢(shì);培養(yǎng)學(xué)生提出問(wèn)題的能力;優(yōu)化語(yǔ)文教學(xué)的策略;以及提高學(xué)生學(xué)習(xí)的主動(dòng)性。本文對(duì)“先學(xué)后教”模式與實(shí)際案例的研究,希望能對(duì)以后該模式在語(yǔ)文閱讀教學(xué)中的運(yùn)用提供一定的指導(dǎo)意義
[Abstract]:With the reform of the new period and the development of the education and teaching, the country has carried out the quality education and the new teaching mode in the field of basic education in an all-round way. Thus, the teaching mode of "learning first and teaching before teaching" and the classroom of "guiding learning plan" have come into being. Chinese reading teaching tries to use the mode of "learning first and then teaching", and regards "guiding learning plan" as a system of teaching method. What is the feasibility of the teaching mode of "learning first before teaching"? Why are the major emulated schools learning this kind of teaching mode without corresponding effect? There is controversy in the education sector about this model of "learning first before teaching", but why are there so many controversies, but all the major schools have to emulate each other? This shows that there must be something worth learning from "learning first and teaching later". In addition, many teachers misread this model, which in turn makes me interested in how to properly apply the "learning first before teaching" model in Chinese teaching. Because of the characteristics of high school students' physical and mental development, it is more suitable to use this mode of teaching. Therefore, this paper focuses on the proper application of this mode in the teaching of Chinese reading in senior high school. The classroom teaching mode of "learning first and then teaching" can grasp the characteristics of high school students' physical and mental development, take the students as the main body in the teaching process, use various ways to improve the students' interest in learning, and mobilize their enthusiasm for learning to the maximum extent. In addition, the combination of "learn first and then teach" and Chinese reading can enable students to explore in practice and help students to actively participate in the classroom. By increasing the opportunity of students to read independently, and by training in class, students can transform their newly learned knowledge into abilities. "Teaching is for the sake of not teaching" has been fully reflected. However, there are also some problems in the mode of "learning first and then teaching" in current Chinese teaching: improper preparation and use of study plan, abuse or neglect of "group cooperative learning", students' inability to raise "problems", Chinese teaching strategy is programmed and students' ability of autonomous learning is poor. In order to solve these problems, we should pay attention to: making and using "study plan" rationally; making use of the advantage of group learning; cultivating students' ability to ask questions; optimizing the strategy of Chinese teaching; and improving students' initiative in learning. This paper studies the mode of "learning first and teaching before teaching" and the actual cases, hoping to provide some guiding significance for the application of this model in the teaching of Chinese reading in the future.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.33

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本文編號(hào)：2241195