高中语文课堂有意错误辅助教学研究

发布时间：2018-05-21 04:41

本文选题：高中语文课堂 + 有意错误　；参考：《西华师范大学》2015年硕士论文

【摘要】：在新课改的大背景下,教师应如何打破单一的教学方式、呈现语文教学多样性,以打造自主、合作、开放的高效语文课堂成为许多教师、学者研究的焦点。有意错误辅助教学法是教师在课堂上故意犯错、故意给予学生错误思路,引发学生认知冲突、发展学生能力、实现语文教学多样化的有效教学方式。论文将有意错误辅助教学与语文学科联系起来进行研究,以教育学的主体性教学原则、教学过程最优化理论以及心理学中的尝试错误理论和注意规律为指导,以高中语文课堂有意错误辅助教学作为研究对象,采用文献研究法、案例研究法、观察法,对在高中语文课堂中运用有意错误辅助教学的策略进行探讨,以期为广大教师、学者打造高效的语文课堂提供新思路、新方案。论文共分五部分。绪论。对研究背景、研究原因、研究的目的与意义、研究的内容与方法、研究的重难点、创新之处进行阐释,并从错误、有意错误两大方面进行文献分析,以了解前人对高中语文课堂有意错误辅助教学研究的相关状况。第一章,高中语文课堂有意错误辅助教学的相关概述。结合国内外相关文献,对错误、有意错误、有意错误辅助教学进行了界定,并对高中语文课堂中有意错误辅助教学的类型及特征进行了详细的梳理与分析,为后文进一步研究高中语文课堂有意错误辅助教学奠定理论基础。第二章,高中语文课堂实施有意错误辅助教学的依据与必要性。论文借助教育学、心理学相关理论知识以及教师和学生所具备的条件分别对高中语文课堂有意错误辅助教学的理论依据和现实依据进行阐释,并从学生的价值观、主体地位、学习兴趣、质疑创新能力、内省反思能力、教师的教学能力六大方面对其必要性进行分析,明确有意错误辅助教学在高中语文课堂教学中得以存在、发展、优化的基础与前提。第三章,高中语文课堂有意错误辅助教学典型案例分析。收集与整理了各位一线教师在高中语文课堂中运用有意错误辅助教学法的部分典型教学案例,并对此进行分析解读,从中发掘经验,寻找启示,为后文提出高中语文课堂有意错误辅助教学的操作模式、具体运用策略提供线索和思路。第四章,高中语文课堂教学中有意错误辅助教学的运用策略。讨论了在高中语文课堂中实施有意错误辅助教学的前提、运用原则,结合教学经验,采用实例分析的办法提出了高中语文课堂有意错误辅助教学备错——犯错——知错——改错的操作模式以及从重难点之处、易混淆之处、常错之处、思维停滞之处、概念模糊之处、课堂沉闷之处着手运用有意错误的具体策略、为一线教师在高中语文课堂中运用有意错误辅助教学法提供参考。有意错误辅助教学法在高中语文课堂中有其自身的存在价值,广大教师和学者有必要继续从多方面进行深入研究,相信随着研究的展开,相关理论成果会越来越丰富,为教师在高中语文课堂上运用有意错误辅助教学,打造高效课堂提供更加有益的参考。
[Abstract]:Under the background of the new curriculum reform, how should teachers break a single teaching method and present the diversity of Chinese teaching, so as to create independent, cooperative and open and efficient language classroom has become the focus of many teachers and scholars. The intentional error assisted teaching method is the teacher's mistake in the classroom, deliberately giving students wrong ideas and triggering students to recognize them. Knowing the conflict, developing the students' ability and realizing the effective teaching method of the diversification of Chinese language teaching. The thesis combines the auxiliary teaching of intentional error with the Chinese subject to carry on the research, with the principle of subject teaching of education, the theory of the optimization of teaching process, the theory of error and error in the psychology and the law of attention in the psychology, and the high school Chinese Course As the research object, we use the literature research method, the case study method, the observation method and the strategy of using the intentional error auxiliary teaching in the high school Chinese classroom, in order to provide new ideas and new plans for the teachers and scholars to build efficient Chinese class. The thesis is divided into five parts. The introduction. The background of the research, The research causes, the purpose and significance of the study, the content and method of the research, the heavy and difficult points of the study, the innovation of the study, and the literature analysis from two aspects of errors and intentional errors, in order to understand the related status of the previous studies on the auxiliary teaching of the intentional errors in high school Chinese class. Chapter 1, the auxiliary teaching of the intentional errors in the high school Chinese class Combined with the relevant literature at home and abroad, it defines the auxiliary teaching of error, intentional error and intentional error, and makes a detailed analysis and analysis of the types and characteristics of the auxiliary teaching of intentional error in high school Chinese class, and lays a theoretical foundation for further research on the auxiliary teaching of intentional error in the high school language class. The two chapter is the basis and necessity of implementing the auxiliary teaching of intentional error in high school Chinese class. With the help of pedagogy, psychological related theories and the conditions that teachers and students have, the paper explains the theoretical basis and realistic basis of the intentional error auxiliary teaching in high school Chinese class, and from the values of the students and the main position of the students. Study interest, question the ability of innovation, introspection ability, teacher's teaching ability six aspects to its necessity to carry on the analysis, clear intentional error auxiliary teaching in high school Chinese classroom teaching can exist, develop, optimize the foundation and premise. The third chapter, high school Chinese classroom intentional error auxiliary teaching typical case analysis. Collect and In order to find out some typical teaching cases in senior high school language classroom, this paper analyzes and interprets some typical teaching cases in senior high school language classroom, and analyzes and interprets it, excavate experience, find inspiration, and put forward the operation mode of intentional error auxiliary teaching in high school Chinese class, and provide clues and ideas in the fourth chapter. In the classroom teaching of Chinese language, the application strategy of the auxiliary teaching of intentional error is discussed. The premise of implementing the intentional error auxiliary teaching in the high school Chinese classroom is discussed. Using the principles, combining the teaching experience and using the method of case analysis, the operation of wrong auxiliary teaching in high school Chinese class is put forward. The mode and the difficulty of the heavy and difficult points, the place of confusion, the common mistakes, the stagnation of the thinking, the vague concept of the concept, the dull place in the classroom, and the use of the specific strategies of intentional errors for the teachers in the high school Chinese class, provide reference for the use of the auxiliary teaching method of intentional error in high school Chinese class. It is necessary for the teachers and scholars to continue to study in many ways. With the development of the research, it is believed that the relevant theoretical achievements will be more and more abundant, and it will provide more useful reference for teachers to use intentional error assisted instruction in high school Chinese class and create efficient classroom.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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