小组合作在中学语文教学中的应用研究

发布时间：2018-01-08 22:18

本文关键词：小组合作在中学语文教学中的应用研究　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】：我国语文新课标积极提倡自主、合作、探究的学习方式,认为学生的团结合作有利于培养学生的创新精神和合作意识,有利于提高学习效率。目前,部分中学语文教师对小组合作的教学组织形式缺乏正确、全面的认识,而是功利主义地予以理解和应用,班级授课制的传统教学存在诸多弊端。如何提高语文教学的有效性成为近几年中外研究者越来越关注的问题。本论文通过对小组合作相关理论的研究,并结合问卷调查,分析小组合作在当前中学语文教学中的现状。针对发现的问题进行反思,继而探索小组合作在中学语文教学中的运用,提出了合理实施小组合作的策略,以期更好的发挥小组合作在中学语文教学中的有效性,激发学生学习语文的兴趣,提高学生的语文综合技能水平。本论文共由六个章节组成,其主要内容如下：第一章是引言,主要从选题背景、文献综述、研究的目的和意义、研究的内容和方法等方面阐述中学语文教学实施小组合作在当今教育形式下的必要性。第二章是小组合作的相关理论,首先是对小组合作和教学组织形式概念的界定,并且对小组合作与分组教学制进行辨析。其次是对论文所涉及到的建构主义学习理论和群体动力理论进行剖析和探讨,为本文的研究奠定坚实的理论基础,进而确定本文的理论研究方向。第三章是小组合作在当前中学语文教学中的现状分析,首先阐述小组合作在中学语文教学中具有重要的应用价值,然后针对当前中学语文教学中的现状,做问卷调查和访谈,分析其存在的问题,如教学组织形式和教学方法单一；学生在语文课堂中的参与度不高；班级人数超额；对小组合作的认识存在局限性等。为建构小组合作有效策略提供依据和参考。第四章是小组合作实施的构成要素探讨,为了教师更好的实施小组合作,本文根据建构主义学习理论和群体动力理论,以及小组合作自身的特点提出了小组合作实施的八个构成要素,即教师、学生、小组人数、分组类型、合作技巧、教学内容、目标呈现、任务分工。第五章是小组合作的具体运用,本章从中学语文阅读教学和写作教学的现状出发,在小组合作实施的构成要素探讨的基础上,结合教学实例对阅读教学和写作教学进行探讨。提出阅读教学在开展小组合作时,应该注重教师、学生、小组人数、分组类型等要素的建构；在写作教学中,应该重点关注小组的构成、素材的积累、学生写作、作文评分等环节的建构。第六章是结语,概括了本文的研究结论,以及研究的不足之处和有待深入研究解决的问题。通过研究,笔者能够更好的关注小组合作对于教学的影响,更好的了解学生和教师在教学中的互动与交流情况,及时解决教学中出现的问题与困惑,为中学语文教学研究起到良好的促进作用。
[Abstract]:The new curriculum of Chinese in our country actively advocates the independent, cooperative and inquiring learning style. It is believed that the unity and cooperation of the students is conducive to the cultivation of the students' innovative spirit and cooperative consciousness, and to the improvement of their learning efficiency. Some middle school Chinese teachers lack a correct and comprehensive understanding of the teaching organization form of group cooperation, but utilitarianism to understand and apply it. There are many drawbacks in the traditional teaching of class teaching system. How to improve the effectiveness of Chinese teaching has become a growing concern of Chinese and foreign researchers in recent years. And combined with the questionnaire analysis of the current situation of group cooperation in the current middle school Chinese teaching. To reflect on the problems found and then explore the use of group cooperation in the middle school Chinese teaching. Put forward a reasonable implementation of the strategy of group cooperation, with a view to better play the effectiveness of group cooperation in the teaching of Chinese in middle schools, stimulate students' interest in learning Chinese. This paper consists of six chapters. The main contents are as follows: the first chapter is the introduction, mainly from the background of the topic, literature review, the purpose and significance of the research. The contents and methods of the study illustrate the necessity of the implementation of group cooperation in Chinese teaching in middle schools in the current educational form. The second chapter is the relevant theory of group cooperation. The first is the definition of the concept of group cooperation and the form of teaching organization. And the group cooperation and group teaching system is analyzed. Secondly, the constructivism learning theory and group dynamic theory involved in the paper are analyzed and discussed, which lays a solid theoretical foundation for the research of this paper. The third chapter is the analysis of the current situation of group cooperation in the current middle school Chinese teaching, first of all, the group cooperation in the middle school Chinese teaching has important application value. Then in view of the present situation of Chinese teaching in middle school, we do questionnaire and interview, and analyze its existing problems, such as teaching organization form and teaching method single; The participation of students in Chinese classroom is not high; Excess class size; It provides the basis and reference for constructing effective strategy of group cooperation. Chapter 4th is the discussion of the elements of group cooperation implementation, for teachers to better implement group cooperation. Based on constructivist learning theory, group motivation theory, and the characteristics of group cooperation, this paper puts forward eight elements of group cooperation, that is, teachers, students, group numbers, group types and cooperative skills. Chapter 5th is the concrete application of group cooperation. This chapter starts from the current situation of Chinese reading teaching and writing teaching in middle school and discusses the constituent elements of group cooperation. This paper discusses the teaching of reading and writing in combination with teaching examples, and points out that when carrying out group cooperation, we should pay attention to the construction of teachers, students, the number of groups, the types of groups, and so on. In the teaching of writing, we should focus on the composition of the group, the accumulation of materials, students' writing, composition scoring and other links. Chapter 6th is the conclusion, which summarizes the research conclusions of this paper. Through the research, the author can pay more attention to the effect of group cooperation on teaching. A better understanding of students and teachers in the teaching of interaction and communication, timely solutions to the problems and confusion in teaching, for the middle school language teaching research plays a good role in promoting.
【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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