【摘要】：課堂教學的標新立異,是推動新時代語文教學發(fā)展的重要動力,自2011年新課程標準的華麗誕生,一批“新生代”教師,踏著創(chuàng)造的步伐走在了語文教學改革的道路上,他們?yōu)楫敶恼Z文教學帶來了獨特而豐富的視聽盛宴。在這一大批新潮的教學能手中,郭初陽老師以其“異態(tài)”教學被無數(shù)教育工作者品頭論足,贊美的歡呼聲和批判的怒斥聲相互夾雜,然而,在各類教育人士推敲與品味的同時,郭老師這位“不羈放縱愛自由”的語文教學改革者,正用他獨特的“4R”課程模體培育著一批具有獨立精神與自由思想的公民。本文試圖對郭初陽老師的課堂教學的“4R”藝術(shù)進行客觀科學的探討。本文具體分為四個部分。第一部分為引言與文獻綜述。這一部分從兩個領(lǐng)域入手,首先是“4R”理論對語文教學影響的研究現(xiàn)狀,探究學者們對后現(xiàn)代課程觀下的語文教學啟示的分析。其次是郭初陽課堂教學的研究現(xiàn)狀,以具體的課堂實例為參考標準,了解當前國內(nèi)有關(guān)郭初陽老師的語文教學的研究。第二部分為第一章,郭初陽課堂教學“4R”藝術(shù)的內(nèi)涵。這一部分細致闡述了“4R”課程模體的基本內(nèi)涵,分析了郭初陽課堂教學實踐中的“4R”藝術(shù)的內(nèi)涵。第三部分為第二章,郭初陽課堂教學“4R”藝術(shù)的呈現(xiàn)。這一部分以郭初陽老師具體的課堂教學實例為依據(jù),分析“4R”課程模體在其語文教學活動中的具體呈現(xiàn)。第四部分為第三章,郭初陽課堂教學“4R”藝術(shù)的效能。這一部分著重分析了郭初陽課堂教學的“4R”藝術(shù)為后現(xiàn)代課程觀和當代語文課堂教學帶來的啟示和反思。從課程觀角度分析,深化了課程觀念,闡明了課程范式,突破了理論束縛,搭建了實踐橋梁;從課堂教學角度分析,激發(fā)了后現(xiàn)代語文教學熱潮,督促了語文教師專業(yè)知識與文學素養(yǎng)的提高,提醒教學者們反思后現(xiàn)代思潮下的教學迷失�？v覽全篇,本文對郭初陽課堂教學的“4R”藝術(shù)進行了細致全面的梳理與探究,誠望能深化語文課程理念,促進課程理論與教學實踐的結(jié)合。同時,還望能給一線語文教學工作者們帶來語文教學創(chuàng)新的參考和啟示,通過對郭初陽老師課堂教學理性的分析,培育教師教學創(chuàng)新發(fā)展的勇氣和智慧。
[Abstract]:The new standard of classroom teaching is an important motive force to promote the development of Chinese teaching in the new era. Since the magnificent birth of the new curriculum standard in 2011, a group of "cenozoic" teachers, with the pace of creation, is on the road of the Chinese teaching reform. They have brought a unique and rich audio-visual feast for contemporary Chinese teaching. In this great wave of new teaching, Guo Chuanyang, with his "heteromorphism" teaching, has been covered with numerous educators, and the cheers of praise and the criticism are mixed with each other. However, at the same time of all kinds of educational people, Guo teacher, the "to be free of love" 's language teaching reformer, is cultivating a group of citizens with independent spirit and freedom thought with his unique "4R" curriculum phantom. This paper attempts to make an objective and scientific study of the "4R" art of the class teaching of Guo Chuanyang. This paper is divided into four parts. The first part is the introduction and the literature review. This part starts with two fields, first is the study of the influence of the "4R" theory on the Chinese teaching, and probes into the analysis of the enlightenment of the Chinese teaching in the post-modern course. The second is the status of the study of the class teaching in Guo Chuyang, with the specific example of the classroom as the reference standard, and the study of the Chinese teaching of Guo Chuang's teacher in the country. The second part is the connotation of the "4R" art in the first chapter. This part elaborated the basic connotation of the "4R" course body, and analyzed the connotation of the "4R" art in the classroom teaching practice of Guo Chuanyang. The third part is the presentation of the "4R" art in the second chapter. This part is based on the specific class teaching examples of the teacher Guo Chuanyang, and analyzes the concrete presentation of the "4R" curriculum model in the Chinese teaching activity. The fourth part is divided into the third chapter, Guo Chuanyang classroom teaching "4R" art performance. This part analyses the "4R" art of Guo's first-stage classroom teaching as the post-modern curriculum view and the enlightenment and reflection of the contemporary Chinese classroom teaching. From the perspective of the course view, the concept of the course is deepened, the course pattern is set out, the theoretical bound is broken, and the practical bridge is set up; from the point of view of the classroom teaching, the upsurge of the post-modern Chinese teaching is stimulated, and the professional knowledge of the Chinese teachers and the improvement of the literary literacy are urged. Remind the teaching people to reflect on the teaching loss under the post-modern trend of thought. In view of the whole article, this paper makes a detailed and comprehensive analysis and inquiry of the "4R" art in the classroom teaching of Guo Chuang, and hopes to deepen the Chinese course concept and promote the combination of the course theory and the teaching practice. At the same time, we hope to bring the reference and enlightenment of Chinese teaching innovation to the first-line Chinese teaching workers, and to cultivate the courage and wisdom of the teacher's teaching innovation development through the analysis of the classroom teaching rationality of the teacher of Guo Chuanyang.
【學位授予單位】：湖南師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.3
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本文編號：2496511