初中語文閱讀教學新授課課堂導入研究
發(fā)布時間：2018-11-03 16:44
【摘要】：《義務(wù)教育語文課程標準》要求語文教學要能夠激發(fā)學生的好奇心和求知欲,能夠發(fā)展學生的思維能力,提高學生的語文學習綜合應(yīng)用能力。新課的課堂導入環(huán)節(jié)能夠激發(fā)學生的學習動力和學習興趣,讓學生的思維集中,全身心投入到一節(jié)課的學習當中。本研究以初中語文閱讀教學新授課的課堂導入為主要研究對象展開討論,研究內(nèi)容包括以下幾個方面:1、初中語文閱讀教學新授課的課堂導入概念界定并制定本研究的研究設(shè)計與過程。本研究在閱讀文獻的基礎(chǔ)上首先對閱讀教學、新授課和課堂導入進行概念界定,綜合上述概念繼而對語文閱讀教學新授課的課堂導入概念進行界定。2、初中語文閱讀教學新授課課堂導入研究工具的編制,包括語文閱讀教學課堂導入觀察量表和師生訪談提綱。根據(jù)課堂導入的概念和要素以及在現(xiàn)實課堂中觀察到的內(nèi)容編制語文閱讀教學課堂導入觀察量表及教師、學生訪談提綱,闡釋觀察量表的一級維度和各觀測點的操作性定義,并對課堂觀察量表做了測試修改和信度分析。3、對初中語文閱讀教學新授課的課堂導入現(xiàn)狀進行分析并討論。課堂導入的現(xiàn)狀表現(xiàn)為:課堂導入時長過短;課堂導入方法集中;教師多選用文外材料導入新課,文內(nèi)材料使用率低;教學媒體使用不當使課堂導入的呈現(xiàn)失去活力;學生能夠參與到課堂導入中,但其主體性體現(xiàn)不明顯;課堂導入效果“曇花一現(xiàn)”。4、初中語文閱讀教學新授課課堂導入的影響因素和建議討論。從教師、學生和學校三個方面分析原因,并根據(jù)原因總結(jié)出閱讀教學新授課課堂導入的實施建議:教師轉(zhuǎn)變對課堂導入的認識,充分認同課堂導入的作用和功能,對課堂導入進行設(shè)計,提高自身的課堂導入技能,展現(xiàn)課堂導入應(yīng)有的教學效果;學生轉(zhuǎn)換對課堂導入的認識,對課堂導入的作用形成共識,做好上課準備工作,積極參與到課堂導入中;學校在集體備課中重視對課堂導入的討論,在教師聽評課活動中加入對教師課堂導入環(huán)節(jié)的評價。
[Abstract]:The Chinese Curriculum Standard of compulsory Education requires Chinese teaching to arouse students' curiosity and desire to learn, to develop students' thinking ability and to improve students' comprehensive application ability in Chinese learning. The classroom introduction of the new class can stimulate the students' learning motivation and interest, so that the students can concentrate their thinking and devote themselves to the study of a class. The main research object of this study is the classroom introduction of the new Chinese reading teaching in junior high school. The research content includes the following aspects: 1. The concept of classroom introduction in Chinese reading teaching in junior high school is defined and the research design and process of this study are formulated. On the basis of reading literature, this study first defines the concepts of reading teaching, new teaching and classroom introduction, and then defines the concept of classroom introduction in Chinese reading teaching by synthesizing the above concepts. The development of classroom introduction research tools in the new teaching of Chinese reading teaching in junior middle school, including the observation scale of classroom introduction of Chinese reading teaching and the outline of interview between teachers and students. According to the concept and elements of classroom introduction and the contents observed in the real classroom, the classroom introduction observation scale of Chinese reading teaching and the outline of teachers' and students' interviews are compiled, and the first dimension of observation scale and the operational definition of each observation point are explained. The classroom observation scale is revised and the reliability is analyzed. 3. The present situation of classroom introduction in the new teaching of Chinese reading teaching in junior high school is analyzed and discussed. The present situation of classroom introduction is shown as follows: the time of classroom introduction is too short; the method of classroom introduction is concentrated; the teachers use more materials outside the text to introduce the new course, and the utilization rate of the materials in the text is low; the improper use of teaching media makes the presentation of classroom introduction lose vitality; Students can participate in the classroom introduction, but their subjectivity is not obvious; the effect of classroom introduction is "short-lived". 4. Discussion on the influence factors and suggestions of classroom introduction in the new Chinese reading teaching in junior middle school. This paper analyzes the reasons from three aspects of teachers, students and schools, and sums up the suggestions for the implementation of the new classroom instruction in reading teaching according to the reasons: teachers change their understanding of classroom introduction, and fully identify with the role and function of classroom introduction. To design the classroom introduction, improve its own classroom introduction skills, and show the teaching effect due to classroom introduction; Students change the understanding of classroom introduction, form a consensus on the role of classroom introduction, do a good job in class preparation, and actively participate in the classroom introduction; The school pays attention to the discussion of the classroom introduction in the collective preparation of lessons, and adds the evaluation of the teacher's classroom introduction to the teachers' listening and evaluating activities.
【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.33
本文編號：2308352
[Abstract]:The Chinese Curriculum Standard of compulsory Education requires Chinese teaching to arouse students' curiosity and desire to learn, to develop students' thinking ability and to improve students' comprehensive application ability in Chinese learning. The classroom introduction of the new class can stimulate the students' learning motivation and interest, so that the students can concentrate their thinking and devote themselves to the study of a class. The main research object of this study is the classroom introduction of the new Chinese reading teaching in junior high school. The research content includes the following aspects: 1. The concept of classroom introduction in Chinese reading teaching in junior high school is defined and the research design and process of this study are formulated. On the basis of reading literature, this study first defines the concepts of reading teaching, new teaching and classroom introduction, and then defines the concept of classroom introduction in Chinese reading teaching by synthesizing the above concepts. The development of classroom introduction research tools in the new teaching of Chinese reading teaching in junior middle school, including the observation scale of classroom introduction of Chinese reading teaching and the outline of interview between teachers and students. According to the concept and elements of classroom introduction and the contents observed in the real classroom, the classroom introduction observation scale of Chinese reading teaching and the outline of teachers' and students' interviews are compiled, and the first dimension of observation scale and the operational definition of each observation point are explained. The classroom observation scale is revised and the reliability is analyzed. 3. The present situation of classroom introduction in the new teaching of Chinese reading teaching in junior high school is analyzed and discussed. The present situation of classroom introduction is shown as follows: the time of classroom introduction is too short; the method of classroom introduction is concentrated; the teachers use more materials outside the text to introduce the new course, and the utilization rate of the materials in the text is low; the improper use of teaching media makes the presentation of classroom introduction lose vitality; Students can participate in the classroom introduction, but their subjectivity is not obvious; the effect of classroom introduction is "short-lived". 4. Discussion on the influence factors and suggestions of classroom introduction in the new Chinese reading teaching in junior middle school. This paper analyzes the reasons from three aspects of teachers, students and schools, and sums up the suggestions for the implementation of the new classroom instruction in reading teaching according to the reasons: teachers change their understanding of classroom introduction, and fully identify with the role and function of classroom introduction. To design the classroom introduction, improve its own classroom introduction skills, and show the teaching effect due to classroom introduction; Students change the understanding of classroom introduction, form a consensus on the role of classroom introduction, do a good job in class preparation, and actively participate in the classroom introduction; The school pays attention to the discussion of the classroom introduction in the collective preparation of lessons, and adds the evaluation of the teacher's classroom introduction to the teachers' listening and evaluating activities.
【學位授予單位】：山西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.33
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