圖們市第六中學(xué)語(yǔ)文“四步目標(biāo)導(dǎo)學(xué)法”教學(xué)模式現(xiàn)狀調(diào)查與分析
發(fā)布時(shí)間：2018-11-18 18:38
【摘要】：如今,課堂教學(xué)改革的首要任務(wù)已經(jīng)轉(zhuǎn)向創(chuàng)新課堂教學(xué)模式,提高課堂教學(xué)效率,全面提升教學(xué)質(zhì)量的目標(biāo)。語(yǔ)文課堂教學(xué)作為語(yǔ)文教學(xué)的中心環(huán)節(jié),它是培養(yǎng)學(xué)生語(yǔ)文素養(yǎng)的重要途徑,良好的語(yǔ)文課堂教學(xué)能夠讓學(xué)生在知識(shí)、思想、情感等方面獲得全面的提升。“四步目標(biāo)導(dǎo)學(xué)法”是圖們市第六中學(xué)在教學(xué)改革探索中應(yīng)用的一種典型教學(xué)模式。本文以該�！八牟侥繕�(biāo)導(dǎo)學(xué)法”為研究對(duì)象,以“建構(gòu)主義學(xué)習(xí)理論”和“新課標(biāo)要求”的相關(guān)成果為理論依據(jù),采用“訪談法”和“問卷調(diào)查法”等研究方法,調(diào)查了解該校在推行“四步目標(biāo)導(dǎo)學(xué)法”教學(xué)模式中存在的問題與教學(xué)困難,分析這一教學(xué)模式的現(xiàn)狀,明確其優(yōu)缺點(diǎn),結(jié)合新課標(biāo)對(duì)于語(yǔ)文課堂教學(xué)改革的要求,提出在語(yǔ)文教學(xué)中能夠完善“四步目標(biāo)導(dǎo)學(xué)法”教學(xué)模式的建議與策略,找到能夠推動(dòng)圖們市第六中學(xué)“四步目標(biāo)導(dǎo)學(xué)法”順利展開的可操作性因素,推動(dòng)“四步目標(biāo)導(dǎo)學(xué)法”教學(xué)模式在語(yǔ)文教學(xué)中的順利發(fā)展,為語(yǔ)文課堂教學(xué)改革提供有力的理論基礎(chǔ)和實(shí)際建議。本文在已有的課堂研究成果的基礎(chǔ)上,結(jié)合相關(guān)的學(xué)科教學(xué)知識(shí),對(duì)圖們市第六中學(xué)實(shí)施的“四步目標(biāo)導(dǎo)學(xué)法”教學(xué)模式進(jìn)行了調(diào)查與研究。論文主體主要由三部分組成：第一部分為緒論。具體內(nèi)容包括問題的提出、研究目的和意義、研究現(xiàn)狀、研究范圍與方法、主要概念界定,其中界定“四步目標(biāo)導(dǎo)學(xué)法”的四個(gè)目標(biāo)為“創(chuàng)設(shè)情境,引出目標(biāo)”、“合作探究,達(dá)成目標(biāo)”、“拓展延伸,升華目標(biāo)”、“當(dāng)堂測(cè)試,檢測(cè)目標(biāo)”。第二部分一共由四章內(nèi)容構(gòu)成。分別為第二章“四步目標(biāo)導(dǎo)學(xué)法”的理論基礎(chǔ)及新課標(biāo)要求,具體介紹了為本文提供理論支撐的“建構(gòu)主義理論”和新課標(biāo)要求中的相關(guān)理論成果。第三章圖們市第六中學(xué)語(yǔ)文“四步目標(biāo)導(dǎo)學(xué)法”教學(xué)模式實(shí)施現(xiàn)狀調(diào)查,調(diào)查分為三個(gè)層面：在學(xué)校層面調(diào)查了“四步目標(biāo)導(dǎo)學(xué)”總體計(jì)劃、階段計(jì)劃和實(shí)施進(jìn)度現(xiàn)狀；在教師層面主要調(diào)查了認(rèn)知度現(xiàn)狀和落實(shí)現(xiàn)狀；在學(xué)生層面主要調(diào)查了興趣度與認(rèn)知度現(xiàn)狀、教學(xué)模式接受情況現(xiàn)狀。第四章為圖們市第六中學(xué)語(yǔ)文“四步目標(biāo)導(dǎo)學(xué)法”教學(xué)模式實(shí)施的成效及問題分析。該校在推行“四步目標(biāo)導(dǎo)學(xué)法”后,學(xué)校實(shí)施效果初見成效、教師教學(xué)能力逐漸加強(qiáng)、學(xué)生學(xué)習(xí)能力穩(wěn)步提高,而學(xué)校、教師、學(xué)生在教學(xué)模式實(shí)施過程中都存在不同程度的問題。針對(duì)這些問題,筆者在第五章對(duì)“四步目標(biāo)導(dǎo)學(xué)法”教學(xué)模式提出了建議,希望能完善學(xué)校的教學(xué)模式。第三部分為結(jié)論。是針對(duì)本論文所研究的對(duì)象做總結(jié)概括。
[Abstract]:Nowadays, the primary task of classroom teaching reform has turned to the goal of innovating classroom teaching mode, improving classroom teaching efficiency and improving teaching quality. As the central link of Chinese teaching, Chinese classroom teaching is an important way to cultivate students' Chinese literacy. Good Chinese classroom teaching can improve students' knowledge, thought, emotion and so on. The four-step goal guiding method is a typical teaching mode applied in the teaching reform of the sixth Middle School in Tumen City. This paper takes the "four-step goal guidance method" as the research object, takes "constructivism learning theory" and "new curriculum standard requirement" as the theoretical basis, and adopts "interview method" and "questionnaire survey method" and other research methods. This paper investigates the problems and teaching difficulties existing in the implementation of the "four-step goal guiding method" in the school, analyzes the present situation of this teaching model, clarifies its advantages and disadvantages, and combines with the requirements of the new curriculum standard for the reform of Chinese classroom teaching. This paper puts forward some suggestions and strategies to perfect the teaching mode of "four-step goal guidance method" in Chinese teaching, and finds out the operational factors that can promote the smooth development of "four-step goal guidance method" in Tumen City No. 6 Middle School. To promote the smooth development of the teaching mode of "four-step goal guiding method" in Chinese teaching, and to provide a strong theoretical basis and practical suggestions for the reform of Chinese classroom teaching. On the basis of the existing classroom research results and related subject teaching knowledge, this paper makes an investigation and research on the teaching mode of "four-step goal guidance method" implemented in the sixth Middle School of Tumen City. The main body of the thesis consists of three parts: the first part is the introduction. The concrete content includes the question raising, the research purpose and significance, the research present situation, the research scope and the method, the main concept definition, which defines the four objectives of the "four-step goal guidance method" as "creating the situation, leads to the goal", "the cooperation inquiry," Achieve goals, extend and sublimate goals, test and test targets in class. The second part consists of four chapters. It is the theoretical basis of the "four-step goal guiding method" and the requirements of the new curriculum standard, respectively. It introduces concretely the "constructivism theory" which provides the theoretical support for this article and the relevant theoretical achievements in the new curriculum standard requirement. In the third chapter, the author investigates the current situation of the implementation of the "four-step goal guiding method" teaching mode in the sixth middle school of Tumen City. The investigation is divided into three levels: the overall plan of "four-step goal guidance", the stage plan and the progress of the implementation at the school level; At the teacher level, the author mainly investigates the status quo of cognition and implementation; at the student level, the author mainly investigates the current situation of interest and cognition, and the acceptance of teaching mode. The fourth chapter is the effect and problem analysis of the implementation of the four-step goal guiding method in the sixth middle school of Tumen. After the implementation of the "four-step goal guidance method", the school has achieved initial results, teachers' teaching ability has been gradually strengthened, students' learning ability has been steadily improved, and the school, teachers, Students in the implementation of the teaching model in the process of varying degrees of problems. In the fifth chapter, the author puts forward some suggestions on the teaching mode of "four-step goal guiding method", hoping to perfect the teaching mode of the school. The third part is the conclusion. It is a summary of the object of this paper.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.3
本文編號(hào)：2340827
[Abstract]:Nowadays, the primary task of classroom teaching reform has turned to the goal of innovating classroom teaching mode, improving classroom teaching efficiency and improving teaching quality. As the central link of Chinese teaching, Chinese classroom teaching is an important way to cultivate students' Chinese literacy. Good Chinese classroom teaching can improve students' knowledge, thought, emotion and so on. The four-step goal guiding method is a typical teaching mode applied in the teaching reform of the sixth Middle School in Tumen City. This paper takes the "four-step goal guidance method" as the research object, takes "constructivism learning theory" and "new curriculum standard requirement" as the theoretical basis, and adopts "interview method" and "questionnaire survey method" and other research methods. This paper investigates the problems and teaching difficulties existing in the implementation of the "four-step goal guiding method" in the school, analyzes the present situation of this teaching model, clarifies its advantages and disadvantages, and combines with the requirements of the new curriculum standard for the reform of Chinese classroom teaching. This paper puts forward some suggestions and strategies to perfect the teaching mode of "four-step goal guidance method" in Chinese teaching, and finds out the operational factors that can promote the smooth development of "four-step goal guidance method" in Tumen City No. 6 Middle School. To promote the smooth development of the teaching mode of "four-step goal guiding method" in Chinese teaching, and to provide a strong theoretical basis and practical suggestions for the reform of Chinese classroom teaching. On the basis of the existing classroom research results and related subject teaching knowledge, this paper makes an investigation and research on the teaching mode of "four-step goal guidance method" implemented in the sixth Middle School of Tumen City. The main body of the thesis consists of three parts: the first part is the introduction. The concrete content includes the question raising, the research purpose and significance, the research present situation, the research scope and the method, the main concept definition, which defines the four objectives of the "four-step goal guidance method" as "creating the situation, leads to the goal", "the cooperation inquiry," Achieve goals, extend and sublimate goals, test and test targets in class. The second part consists of four chapters. It is the theoretical basis of the "four-step goal guiding method" and the requirements of the new curriculum standard, respectively. It introduces concretely the "constructivism theory" which provides the theoretical support for this article and the relevant theoretical achievements in the new curriculum standard requirement. In the third chapter, the author investigates the current situation of the implementation of the "four-step goal guiding method" teaching mode in the sixth middle school of Tumen City. The investigation is divided into three levels: the overall plan of "four-step goal guidance", the stage plan and the progress of the implementation at the school level; At the teacher level, the author mainly investigates the status quo of cognition and implementation; at the student level, the author mainly investigates the current situation of interest and cognition, and the acceptance of teaching mode. The fourth chapter is the effect and problem analysis of the implementation of the four-step goal guiding method in the sixth middle school of Tumen. After the implementation of the "four-step goal guidance method", the school has achieved initial results, teachers' teaching ability has been gradually strengthened, students' learning ability has been steadily improved, and the school, teachers, Students in the implementation of the teaching model in the process of varying degrees of problems. In the fifth chapter, the author puts forward some suggestions on the teaching mode of "four-step goal guiding method", hoping to perfect the teaching mode of the school. The third part is the conclusion. It is a summary of the object of this paper.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.3
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