“五步三查”高效课堂教学模式探究

发布时间：2017-12-31 06:40

本文关键词：“五步三查”高效课堂教学模式探究　出处：《陕西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：本文是以历史学科为例,对新课程改革背景下“五步三查”高效课堂教学模式所作的一项专题研究。本文各章节内容简要胪列如下：绪论主要就本课题的选题缘由、研究现状及研究方法进行了论述。第一章重点介绍了“五步三查”高效课堂教学模式的内涵。为了阐明这一全新的教学模式,本文首先对高效课堂、导学案、小组合作学习等概念进行了界定；其次论述了该模式的建构过程；再次对“五步三查”每个环节的内涵进行了全面阐释。第二章对“五步三查”高效课堂教学模式建构的理论依据进行了论述。其理论主要包括“人本主义学习理论”、“建构主义学习理论”、“学习动机理论”、“最近发展区”等四个方面。第三章主要探讨了“五步三查”高效课堂教学模式的具体操作流程以及在操作流程中常见的问题与解决策略。具体操作流程包括课堂的教学环节及教师的三次学情调查,其中教学环节包括：第一步独学,第二步对学、群学,第三步组内小展示,第四步班级大展示,第五步整理导学案、达标测评。在此,笔者以高中历史《新文化运动》一课来介绍其具体操作流程。常见的问题包括：导学案中设计习题化、使用形式化、评价机制缺失等问题；小组合作学习中学生缺乏合作技能、合作学习参与程度不均衡、合作学习评价不合理等问题。针对这些问题,提出相应的解决策略。第四章是对“五步三查”高效课堂教学模式的发展变式作了讨论分析。该模式在实施推广进程中发展形成了新的模式,由此可见使用模式并不等于模式化。在此笔者以“271”模式、“大单元教学”模式、“五环大课堂”模式为例进行研究。第五章探究“五步三查”高效课堂教学模式的价值与意义。该模式为高效课堂的实施与推广提供了一种切实可行的路径,同时促进了学生的全面发展、转变了教师的教学观念、利于构建新型的师生关系。本文旨在通过以上内容的研究,就“五步三查”高效课堂教学模式形成一种系统的理论,为更多走上高效课堂改革的之路的基础教育学校提供借鉴。
[Abstract]:This paper is based on the history of science as an example, a case study of the new curriculum reform under the background of "five step three" efficient classroom teaching model for this paper. The contents of each chapter are as follows: the introduction briefly focuses on the reason for the topic, research status and research methods are discussed. The first chapter mainly introduces connotation of "five step three" efficient classroom teaching model. In order to illustrate this new teaching mode, firstly, efficient classroom teaching case, cooperative learning, the author defines the concept; then discusses the construction process of the model; again the connotation of "five step three check each link of comprehensive explanation. The second chapter discusses the theoretical basis of" five step three "and constructing efficient classroom teaching model. The theory mainly includes" Humanism learning theory "," constructivism learning theory "," learning Motivation theory "," four aspects of recent developments ". The third chapter mainly discusses the specific operating process of five step three of" efficient classroom teaching mode and the common process problems and solutions. The three general survey of the specific operation process including the link of classroom teaching and teachers, including teaching steps: the first step to study alone, the second step, third step group, small group show, the fourth step class display, fifth step sorting guiding case, standard evaluation. Here, the author takes the high school history new culture movement > < lesson to introduce the specific operation process. Including the common problems: Exercises Design of guiding case, the use of formal evaluation mechanism etc; cooperative learning students lack cooperative skills, cooperative learning participation is not balanced, cooperative learning evaluation is not reasonable. Aiming at these problems, put forward The corresponding solution strategy. The fourth chapter is the development of "five step three" efficient classroom teaching mode change is discussed. The development pattern of the formation of a new pattern in the implementation of the promotion process, thus using the model is not equal to the model. The author to "271" mode, "large unit teaching" mode, "five class" model as the case study. The fifth chapter explores the value and significance of the five step three of "efficient classroom teaching model. The model provides a feasible path for the implementation and promotion of efficient classroom, and promote the all-round development of students, change the teachers' teaching ideas, to the construction of a new relationship between teachers and students. The purpose of this paper is to through the above research, the" five step three "efficient classroom teaching mode to form a systematic theory, based on the more efficient classroom reform way of teaching School education provides a reference.

【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.51

【参考文献】