语文探究性阅读教学主问题设计研究

发布时间：2018-04-28 10:36

本文选题：语文教学 + 探究性阅读　；参考：《山东师范大学》2015年硕士论文

【摘要】：所谓语文探究性阅读教学即学生在教师的引导下，以问题为主导，充分发挥学生学习的主人意识，化被动为主动，化消极为积极，通过一系列与老师同学的合作、交流、探索，解答问题，最终完成对文本意义的理解，促进学生知、情、意、行的发展。主问题概念则是由余映潮先生最先提出的，他认为所谓主问题即是“相对于课堂上随意的连问、简单的追问和习惯性的碎问而言的，它指的是课文研读教学中能‘牵一发而动全身’的重要的提问或问题。”语文探究性阅读教学加入主问题设计才能更好的发挥其预定的作用，因此，充分了解探究性阅读教学以及主问题设计的特点及功能就显得势在必行，在此基础上，寻找“契合点”，将二者有机的融合在一起。如果对这两方面分析的不够透彻的话，生硬的将二者堆砌在一起，可能就会变成无谓的“嫁接”，丝毫发挥不了其应有的作用。当今语文课堂的肢解语文、一讲到底、零敲碎打的积习和弊病，严重影响了素质教育的进程和评价，语文课程改革也就成为了一句口号。语文阅读课堂是一向遭受诟病较多，究其根源则是仁者见仁智者见智。第八次基础教育课程改革自2001年起就在我国掀起了一阵改革的狂潮，关于语文阅读教学的规定性要求明确提出为“自主、合作、探究”，因此，倡导探究性阅读教学是必要也是必须的。然而，探究性阅读教学的极端化走向也使得广大语文教育工作者和研究者对此进行了与时俱进的考量，将主问题再一次引入到探究性阅读课堂之中也就显得顺理成章。鉴于此，本文拟在对于探究性以及主问题等前人研究的基础之上，以阅读教学为范围，力求使二者交流耦合，以最终达到促进学生发展的目的。本文立足于语文探究性课堂教学的现状，基于主问题设计强大的意义和价值，将主问题引入到探究性课堂之中，着重探讨的是主问题在探究性阅读课堂的有效应用。从主问题设计应该遵循的“度”——角度、难度、准度、力度出发设计主问题，并从问题照应、课堂兴奋和学生活动三方面检测主问题的质量。另外，本论文还探讨了主问题对于课堂结构的作用以及其运用有效性的考究问题。探究性课堂以充分发挥教师主导作用、学生主体作用的显著特征在素质教育的推行中大放异彩，问题、合作、讨论等也成为其关键词。而主问题是在课堂中起牵一发而动全身作用的关键问题，将主问题引进探究性课堂的基本目标就是提高问题的有效性及可探究性，，问题一旦设计合理，那么围绕其中的讨论、合作也必将更上一层楼。这种主问题设计的理念也契合了泰勒的目标设计模式的中心思想——重视目标的作用，即重视主问题的作用，从而最终从根本上实现促进全体学生全面发展乃至实现课程改革、促进社会进步的终极目标。
[Abstract]:The so-called Chinese inquiry reading teaching means that under the guidance of the teacher, the students take the problem as the leading factor, give full play to the master consciousness of the students' learning, turn the passive into the active, and turn the negative into the positive. Through a series of cooperation with teachers and classmates, the students can communicate and explore. Answer questions, finally complete the understanding of the meaning of the text, promote the development of students' knowledge, emotion, meaning and behavior. The concept of the main question was first put forward by Mr. Yu Yingchao, who believed that the so-called main question is "compared with the random questions in the classroom, simple questioning and habitual questioning." It refers to important questions or questions that are able to 'lead the whole body' in text reading teaching. " It is imperative to fully understand the characteristics and functions of the inquiry reading teaching and the design of the main problems, and on this basis, it is imperative to add the main problem design to the teaching of Chinese inquiry reading, so it is imperative to fully understand the characteristics and functions of the inquiry reading teaching and the design of the main problems. Looking for a "point of convergence", the two organic fusion together. If the analysis of these two aspects is not thorough enough, it may turn into a meaningless "grafting", and it will not play its due role. The dismemberment of Chinese in today's Chinese classroom, in the end, has seriously affected the process and evaluation of quality education, and the reform of Chinese curriculum has become a slogan. Chinese reading classroom has always been criticized, the root of which is different from benevolence and wisdom. Since 2001, the eighth basic education curriculum reform has set off a frenzy of reform in our country. The stipulation requirement of Chinese reading teaching is clearly put forward as "independence, cooperation and inquiry". It is necessary and necessary to advocate inquiry reading teaching. However, the extreme trend of inquiry reading teaching also makes many Chinese educators and researchers consider it with the times, and it is logical to introduce the main problem into the inquiry reading class again. In view of this, on the basis of the previous researches on inquiry and main problems, this paper aims at making the communication and coupling of reading teaching as the scope, so as to achieve the goal of promoting the development of students. Based on the present situation of Chinese inquiry classroom teaching and the powerful significance and value of the main question design, this paper introduces the main question into the inquiry classroom, and focuses on the effective application of the main question in the inquiry reading class. The main problem is designed from the angle of "degree", difficulty, accuracy and strength of the main problem design, and the quality of the main problem is tested from three aspects: problem reference, classroom excitement and student activity. In addition, this paper also discusses the role of the main problem in the classroom structure and the effectiveness of its application. In order to give full play to the teacher's leading role in the inquiry classroom, the prominent characteristics of the student's main body function are also the key words in the implementation of the quality education, such as brilliant, problems, cooperation, discussion, etc. But the main problem is the key problem that plays a role in the whole body in the classroom. The basic goal of introducing the main question into the inquiry classroom is to improve the effectiveness and the inquiring nature of the problem. Once the question is designed reasonably, then the discussion around it will be centered on it. Cooperation is bound to rise to a higher level. This idea of the main problem design also accords with the central idea of Taylor's goal design pattern, that is, to attach importance to the role of the goal, that is, to attach importance to the role of the main problem, so as to ultimately realize the promotion of the overall development of all students and even the realization of curriculum reform. The ultimate goal of promoting social progress.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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