高中小说课堂教学内容的研究

发布时间：2018-05-15 13:14

本文选题：高中小说 + 课堂教学内容　；参考：《广西师范大学》2015年硕士论文

【摘要】：从整个教学活动来看,教学内容的确定在教学活动中占据核心的地位,它影响着整个教学活动的有序进行。课堂教学内容的研究是语文课程研究中的基础问题。本研究认为语文课堂教学内容,需要结合教材层面和课堂教学层面进行考察。高中小说课堂教学内容从教材层面来看,包括“教教材”的部分(直接拿来使用的部分)和“用教材教”的部分(教师根据教材进行重构的部分)。本研究中的教材指2005年初审通过的人教版高中语文新教材。从课堂教学层面来看,高中小说课堂教学内容包括了师生为了实现既定的高中小说教学目标,与师生发生交互作用动态生成的所有素材和信息,具体包括了教学对话、教学辅助材料、教学策略等。高中小说课堂教学的价值功用主要体现在重视体验过程、重视语文能力、重视人文关怀。重视体验过程让学生的主体地位得到充分发挥,学生在亲身体验中训练思维,建构文本意义,掌握学习方法。重视语文能力在高中小说课堂教学中主要体现在引导学生体会小说是如何用自己的言语方式进行传播信息的,进而将这种言语智慧运用自己的表达交流中。重视人文关怀则体现在学生个性的发展、情感的和谐、环境的熏陶、内心的体验上。本研究认为高中小说课堂教学内容的组成可以从教材内容的呈现和小说本身的要素两个层面来考察。教材内容的呈现主要围绕人教版高中语文新教材展开,小说本身的要素主要从叙述内容(主题、人物、情节、环境)的鉴赏、叙述手法的运用、叙述语言的示范三个方面展开阐述。高中小说课堂教学内容的结构要素只是提供了备课层面的教学内容的确定方向,真正的高中小说课堂教学内容是一个动态生成的过程,与师生的主观能动性息息相关。在实际教学活动中,教师要根据具体某一篇小说的实际情况,灵活选择、确定课堂教学内容。在高中小说课堂教学内容的实施层面,本研究主要从教师行为和学生行为两个层面进行阐述。教师行为主要包括教师对教材内容的重组和对教学方法的选择。学生行为指向学生的学习方式,本研究选取新课改理念指导下的三种学习方式——自主学习、合作学习、探究学习,结合相关教学事例进行阐述。
[Abstract]:From the point of view of the whole teaching activity, the determination of the teaching content occupies the core position in the teaching activity, which affects the orderly progress of the whole teaching activity. The research of classroom teaching content is the basic problem in the study of Chinese curriculum. This study suggests that the content of Chinese classroom teaching needs to be investigated at the level of teaching materials and classroom teaching. From the perspective of teaching material, the content of high school novel classroom teaching includes the part of "teaching material" (the part used directly) and the part of "teaching with teaching material" (part of teachers reconstructing according to the teaching material). The teaching materials in this study refer to the new high school Chinese textbooks approved in 2005. From the classroom teaching level, the content of high school novel classroom teaching includes all the materials and information that the teachers and students create dynamically in order to realize the established teaching goal of high school novel teaching, including the teaching dialogue. Teaching aids, teaching strategies, etc. The value function of high school novel classroom teaching mainly embodies in attaching importance to experience process, Chinese ability and humanistic concern. Paying attention to the process of experience makes students fully play their main position. Students train their thinking, construct the meaning of text, and master learning methods in their own experience. The emphasis on Chinese ability in the classroom teaching of high school novels is mainly reflected in guiding students to understand how the novel communicates information in its own way, and then using this kind of verbal wisdom to communicate with itself. Attention to humanistic care is reflected in the development of students' personality, the harmony of emotion, the influence of the environment and the inner experience. This study suggests that the composition of the teaching contents of high school novels can be investigated from two aspects: the presentation of the content of the textbook and the elements of the novel itself. The presentation of the teaching material mainly revolves around the new high school Chinese teaching material. The main elements of the novel itself are the appreciation of the narrative content (theme, character, plot, environment), and the application of narrative techniques. The demonstration of narrative language is illustrated in three aspects. The structural elements of the high school novel classroom teaching content only provide a definite direction of the teaching content at the level of preparing lessons. The real high school novel classroom teaching content is a dynamic process, which is closely related to the subjective initiative of teachers and students. In the actual teaching activities, teachers should choose flexibly the content of classroom teaching according to the actual situation of a particular novel. In the high school novel classroom teaching content implementation level, this research mainly carries on the elaboration from the teacher behavior and the student behavior two aspects. Teachers' behavior includes the reorganization of teaching materials and the choice of teaching methods. Students' behavior points to the students' learning style. This study selects three learning methods under the guidance of the new curriculum reform concept-autonomous learning, cooperative learning, inquiry learning, and then expounds them with relevant teaching examples.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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