余映潮课堂教学艺术研究

发布时间：2018-01-11 14:26

本文关键词：余映潮课堂教学艺术研究　出处：《赣南师范学院》2015年硕士论文　论文类型：学位论文

【摘要】：经过多年语文课堂教学经验的积累与探索,余映潮在课堂教学结构构建、教学内容选择、教学问题设计和教学语言锤炼方面,都形成了独特的课堂教学艺术。从教学组织结构方面来看,他特别重视课堂教学的导入,其中以问答式导入来激发学生的求知欲,以直接导入式简明扼要地提示学习任务,这两种方法的运用,在实际教学中,产生了较好的教学效果;在课堂教学艺术高潮的设计方面,他利用“板块式思路”掀起课堂教学的高潮,巧妙地将读与写结合起来,提高学生的阅读与写作的能力,利用“主问题”来多角度引导学生理解课文,培养学生的创新思维;他利用趣味性与知识性并存的手段来结课,达到了余味无穷的效果。在课堂节奏的调节上,他的“板块式思路”教学和“主问题”教学能够灵活调节课堂节奏,使课堂教学更加高效。从教学内容的选择上来看,在散文阅读教学方面,余映潮从体味作者语言以及体会作者情感方面入手,选择散文教学的内容;在小说阅读教学方面,余映潮通过解读文本来确定教学的落脚点,并且根据学生小说阅读经验选择教学内容;在文言文教学方面,余映潮在了解学生学情的基础上,引导学生通过诵读体会“所言志,所载道”。从教学问题的设计方面来看,余映潮利用“主问题”来创新课堂提问方式,在提问时规范回答的格式,使教学的指向性更加明确,无提问式设题也使课堂教学氛围更加自由,同时他在教学问题设计时将“主问题”和“板块式教学思路”结合起来,设计多板块式主问题教学,拓展了教学深度和广度。从课堂教学语言的锤炼来看,余映潮在课堂教学时,运用语言这一载体,根据不同文本设置不同情境,准确地范读课文,引导学生进入课文的情境中感悟课文,同时也能运用精准的语言进行讲授。和学生进行对话时,语言也极富诗意。当然,余映潮的课堂教学艺术也存在一些遗憾,如在课堂导入时多采用直接导入法,在设置悬念方面稍显不足,在课堂结课时语言相对简单,让学生感到措手不及。语文教师要汲取余映潮在教学方面的长处,并将其运用到自己的教学当中,提高自己的教学水平。
[Abstract]:After many years of Chinese classroom teaching experience accumulation and exploration, Yu Ying tide in the classroom teaching structure construction, teaching content selection, teaching design and teaching language training. From the aspect of teaching organization structure, he pays special attention to the introduction of classroom teaching, in which the introduction of question and answer is used to stimulate the students' desire for knowledge. The application of these two methods in practical teaching has produced better teaching effect. In the design of the climax of classroom teaching art, he used the "plate train of thought" to set off the climax of classroom teaching, skillfully combining reading and writing to improve the students' reading and writing ability. Using "main problem" to guide students to understand the text and cultivate students' innovative thinking; He made use of the means of both interest and knowledge to close the class, and achieved the effect of endless aftertaste. In the regulation of classroom rhythm, his teaching of "plate thinking" and "main problem" can flexibly adjust the rhythm of class. From the point of view of the choice of teaching content, in the aspect of prose reading teaching, Yu Ying Tide starts from the aspects of appreciating the author's language and experiencing the author's emotion, and chooses the content of prose teaching; In the aspect of novel reading teaching, Yu Yingchao determines the end of the teaching by interpreting the text, and chooses the teaching content according to the students' reading experience. In the teaching of classical Chinese, Yu Yingchao, on the basis of understanding the students' learning situation, guides students to read and understand "what they say, what they want," from the point of view of the design of teaching problems. Yu Yingchao makes use of "main question" to innovate the way of classroom questioning, standard the format of answer when asking questions, make the direction of teaching more clear, and make the atmosphere of classroom teaching more free without asking questions. At the same time, he combines the "main problem" and "plate teaching thinking" in the design of teaching problems, and designs the multi-plate teaching of main problems, which expands the depth and breadth of teaching. Yu Yingchao in the classroom teaching, use language as a carrier, according to different texts set different situations, accurately read the text, guide students into the text of the situation to understand the text. At the same time, it can also use accurate language to teach. When talking with students, the language is also very poetic. Of course, Yu Ying Tide's art of classroom teaching also has some regrets, such as the direct introduction in the classroom. In the setting of suspense, the language is relatively simple, so that students feel unprepared. Chinese teachers should learn Yu Yingtou's strengths in teaching and apply it to their own teaching. Improve one's own teaching level.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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