语文群文阅读课堂教学模式建设

发布时间：2018-06-12 17:32

本文选题：群文阅读 + 教学模式　；参考：《广西师范大学》2015年硕士论文

【摘要】：义务教育阶段语文新课程标准的实施,对中小学语文的阅读课程从质和量上提出了更高的要求。而传统的语文阅读课堂模式,主要还是一篇课文接着一篇课文的文选式教学,因此无论从阅读量上还是教学效果来看,都难以满足新课标的要求,亟需改革。在此背景下,群文阅读教学,以其阅读数量多,课堂容量大的优势；以注重培养学生自主的课外阅读能力为目标的特点,引起了许多语文教育工作者的关注。面对这一新生事物,许多专家学者已经投入精力,着手研究完善。本研究以一定的教学思想和理论为指导,力图构建三类实现不同教学目标的群文阅读教学模式。论文由四部分构成。第一部分主要介绍群文阅读这一概念的含义,以及这一教学理念的产生及发展现状。群文阅读概念由台湾赵镜中教授首先提出,这一阅读教学方式,联系着课内阅读与课外阅读,发挥着一种承上启下的重要作用。群文阅读的教学理念一经提出,就引起了许多语文教育工作者的关注与研究。但现阶段对群文阅读的原理、特点和具体功效等的认识,还并不十分明白。本研究的目的就致力于构建实现不同教学目标的群文阅读教学模式。第二部分主要介绍了群文阅读教学模式建设的依据及研究方法与意义。实现特定的教学目标是确定群文阅读课堂教学模式的核心因素,一定的教学思想或理论是确定群文阅读课堂教学模式的指导。这两个因素揭示了本研究要建构三种不同群文阅读教学模式的必要性和原因。本研究力图为群文阅读的课堂教学探索一些可供模仿的范式,将教学理论与教学实践结合起来,形成一座沟通二者的桥梁,这也是本研究的意义所在。第三部分是本研究最主要的内容。这一部分根据不同的教学目标,构建了三种不同的群文阅读课堂教学模式,并从理论依据、操作程序、实现条件等方面对这三种模式作了较为详细的说明。首先是侧重于知识与技能目标的“一置两评三环节”学导群文阅读课堂教学模式。该模式以学生发展为本的现代教学论、奥苏贝尔的有意义学习理论以及控制论中的及时反馈原理为理论依据,以“一置”“两评”“三环节”作为该模式构成的要素。其中的“一置”是指课堂教学内容应前置,“两评”是指以学论教,师生两评,“三环节”是指该模式课堂结构的三个环节。其次构建了侧重于过程与方法目标的“四动”群文阅读课堂教学模式。该模式以认知心理学为其理论依据,以教学过程中的“四动”作为模式构成的要素。“四动”具体的含义是指“教师动手”“学生动口”“师生动脑”“学生动笔”,其重心在于强调“动”,也就是实践。最后还构建了侧重于情感态度与价值观目标的情能迁移群文阅读课堂教学模式。该模式以人本主义心理学、活动课程理论作为其理论基础,以“创设诱发情景”“激发相应感情”“陶冶学生情操”为课堂主要结构,最终达到“实现情能转化”的目的。针对这三种不同的教学模式,最后还通过一些典型的课例说明了具体在实践中的操作运用。第四部分说明了第三部分构建的群文阅读教学模式与传统阅读教学模式的区别。两者之间的差别主要体现在教学指导思想、教学任务功能目标、教学内容组织、教学程序设计四个方面。最后,通过教育实验的方法比较了本研究所构建的群文阅读教学模式与传统阅读教学模式实际效果的差异。实践证明,本文所构建的群文阅读教学模式与传统的语文阅读教学模式相比有一定的优势,对学生阅读能力的提高有比较明显的作用。
[Abstract]:The implementation of the new curriculum standard of Chinese in compulsory education stage puts forward higher demands on the quality and quantity of the reading course of Chinese and primary schools, and the traditional Chinese reading classroom mode is mainly a text after a text, so it is difficult to meet the new curriculum standard in terms of reading and teaching effect. In this context, in this context, the teaching of group reading, with the advantages of reading a lot of reading, and having a large capacity in class, has attracted many Chinese educators' attention in order to pay attention to the training of students' independent reading ability, and many experts and scholars have put their energy into the study. This study, guided by certain teaching ideas and theories, tries to construct three types of teaching mode of teaching reading for different teaching objectives. The thesis is composed of four parts. The first part mainly introduces the meaning of the concept of group reading, and the emergence and development of this teaching concept. The concept of group reading is the first of Professor Zhao Jingzhong in Taiwan. First, this reading teaching method, which is linked to reading and reading in class, plays an important role. The teaching idea of group reading has aroused the attention and research of many Chinese educators. However, at the present stage, the understanding of the original theory, characteristics and specific efficacy of the reading of the text is not very good at the present stage. The purpose of this study is to construct the teaching mode of reading group reading for different teaching objectives. The second part mainly introduces the basis and research methods and significance of the construction of the teaching mode of group reading, and the realization of the specific teaching objectives is the core factors of the class reading classroom teaching mode, and some teaching ideas or theories. The two factors reveal the necessity and reasons for the construction of three different reading teaching modes in this study. This study tries to explore some imitative paradigms for the classroom teaching in the group reading, and combine the teaching theory with the teaching practice to form a communication two. Bridge, this is the significance of this study. The third part is the main content of this study. According to the different teaching objectives, this part constructs three different class reading classroom teaching modes, and gives a more detailed description of the three modes from the theoretical basis, the operation procedure, the realization conditions and so on. The first is to focus on the knowledge. The "one set of two comments and three links" of knowledge and skills aims to read classroom teaching mode. This model is based on the modern teaching theory based on student development, Ausubel's meaningful learning theory and the principle of timely feedback in cybernetics as the theoretical basis, and the "one" "two comments" and "three rings" as the elements of the model. The "one set" means that the content of classroom teaching should be prefaced. "Two comments" refers to the teaching of learning and the two comments of teachers and students. The "three rings" refers to the three links of the class structure of the model. Secondly, it constructs a "four moving" Reading Classroom teaching mode focusing on the process and method goals. The model takes cognitive psychology as its theoretical basis. The "four movements" in the course of teaching is the key element of the model. The specific meaning of "four movements" refers to "teacher hands-on", "student movement", "students move to the brain" and "students move on". The focus of the "movement" is to emphasize "movement", that is, practice. The model is based on humanistic psychology and activity curriculum theory as its theoretical basis. The main structure of the classroom is "creating the induced situation", "stimulating the corresponding feelings" and "edifying the students' sentiment" as the main structure of the class, and finally achieving the goal of "realizing the transformation of the situation". In the end, the three different teaching modes are also passed through some typical examples. The fourth part explains the difference between the teaching mode of group reading and the traditional reading teaching mode in the third part. The difference between the two parts is mainly reflected in the teaching guiding ideology, the function goal of the teaching task, the teaching content group and the teaching program design, and the last, through the four aspects. The method of educational experiment compares the difference between the teaching mode of the group text reading and the actual effect of the traditional reading teaching mode. The practice has proved that the group reading teaching mode constructed in this paper has some advantages compared with the traditional Chinese reading teaching mode, and has a more obvious effect on the improvement of students' reading ability.
【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】：G633.33

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