语文有效性课堂教学研究

发布时间：2018-01-05 14:00

本文关键词：语文有效性课堂教学研究　出处：《江西科技师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：追求教学的有效性,改变语文教育“少慢差费”的现状,是语文人的普遍意愿。语文有效性课堂教学研究是将西方有效教学理论运用到语文学科中去。本文立足于有效教学理论,以语文有效性课堂教学为研究对象,分为绪论、语文有效性课堂教学标准、语文有效性课堂教学目标与内容的设定、语文有效性课堂教学过程的实施四个部分。第一部分为绪论,简要地概述了有效教学的定义、理论基础及国内外研究现状。第二部分为语文有效性课堂教学标准。首先针对我国语文课堂教学出现的问题及有效评价标准的缺失,探讨制定语文有效性课堂教学标准的必要性；其次,阐述笔者搭建语文有效性课堂教学标准的依据,最后制定语文有效性课堂教学标准。语文有效性课堂教学标准基于课堂教学“双主体”导向,从课堂上教师有效的教学行为和学生有效的表现性行为两方面进行评价,标准的内容维度为：教学目标、教学内容、教学方法、教学环境、教学效果,每个维度下找出核心的属性作为评价项目。标准总共设立24个评价项目,其中教师与学生各12项,每个评价项目努力做到教师的有效教学行为与学生有效的表现性行为相对应。同时在评价要素中努力体现语文学科的特点,增强这一标准框架的个性特点。第三部分为语文有效性课堂教学目标与内容的设定。制定适宜的教学目标首先要坚持四项原则：1.符合课程目标要求,2.遵循教材编排体系,3.符合学生的学情,4.预留生成空间；其次,明确语文有效性教学目标应包含的内容,最后探讨语文有效性教学目标制定的方法,制定教学目标要参照课标要求和文本内容,首次预设适宜的教学目标,在此基础上,基于学生需要,以学定教,“二度预设”教学目标。选择恰当的教学内容,要做到以下四点：教学内容符合预期的教学目标,教学内容符合文体特点,教学内容以“言语形式”和“人文内涵”为核心,教学内容具有调适性和生成性。第四部分为语文有效性课堂教学过程的实施。主要从有效地讲授、有效地提问及有效地创建课堂环境三方面论述。有效地讲授要把握讲授的时机,并将其有条理地组织起来,在此基础上,将教学内容讲“精”讲“透”。有效地提问要做到定向与定序、定度与定量相结合,提问类型多样化,聚合性与开放性相结合。有效地创建课堂环境就是要为学生创建和谐、愉悦、互动的课堂,让学生在课堂中真实地展现自己,为学生的有效学习提供良好的保障。
[Abstract]:We should pursue the effectiveness of teaching and change the present situation of "less slow fee" in Chinese education. Chinese effective classroom teaching research is to apply western effective teaching theory to the subject of Chinese. This paper bases on the effective teaching theory and takes the effective Chinese classroom teaching as the research object. It is divided into four parts: introduction, standard of effective classroom teaching of Chinese, setting of objectives and contents of classroom teaching of effectiveness of Chinese, implementation of the process of classroom teaching of effectiveness of Chinese. The first part is introduction. The definition of effective teaching is briefly summarized. Theoretical basis and domestic and foreign research status. The second part is the effectiveness of Chinese classroom teaching standards. First of all, aiming at the problems of Chinese classroom teaching and the lack of effective evaluation standards. To explore the necessity of establishing effective classroom teaching standards for Chinese; Secondly, the author sets up the basis of the effective classroom teaching standard, and finally formulates the Chinese effective classroom teaching standard. The Chinese effective classroom teaching standard is based on the "dual subject" guidance of classroom teaching. From the classroom effective teaching behavior and students effective performance of the evaluation, the content of the standard dimensions are: teaching objectives, teaching content, teaching methods, teaching environment, teaching results. Under each dimension, the core attributes were identified as evaluation items. A total of 24 evaluation items were set up according to the criteria, including 12 items for teachers and 12 items for students. Each evaluation project tries to make the teacher's effective teaching behavior correspond to the students' effective expressive behavior. At the same time, it tries to reflect the characteristics of the Chinese subject in the evaluation elements. The third part is the setting of classroom teaching objectives and contents for the effectiveness of Chinese. To formulate appropriate teaching objectives, we must first adhere to the four principles: 1. Meet the requirements of curriculum objectives. 2.follow the textbook arrangement system 3. According to the students' learning situation. Secondly, we should make clear the content of the teaching goal of Chinese effectiveness, and finally discuss the method of making the goal of Chinese effectiveness teaching, and make the teaching goal should refer to the requirements of curriculum standard and the content of the text. For the first time, appropriate teaching objectives should be set. On the basis of this, according to the needs of the students, the teaching objectives should be determined by learning, and the teaching objectives should be "two degrees preset", and the appropriate teaching contents should be chosen. It is necessary to achieve the following four points: the teaching content accords with the expected teaching goal, the teaching content accords with the style characteristic, the teaching content takes "the speech form" and "the humanities connotation" as the core. The teaching content is adaptable and generative. Part 4th is the implementation of the effective classroom teaching process of Chinese, mainly from the effective teaching. Effectively ask questions and effectively create classroom environment three aspects of exposition. Effective teaching to grasp the opportunity to teach, and organize it in a structured way, on this basis. The teaching contents should be "refined" and "transparent". In order to effectively ask questions, the orientation and order should be achieved, the combination of degree and quantity should be combined, and the types of questions should be diversified. The effective creation of classroom environment is to create a harmonious, pleasant and interactive classroom for students, so that students can truly show themselves in the classroom. To provide a good guarantee for the effective study of students.
【学位授予单位】：江西科技师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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