中学生语文学习力的培养研究

发布时间：2018-06-25 04:33

本文选题：中学生 + 语文学习力　；参考：《浙江师范大学》2015年硕士论文

【摘要】：本论文以中学生语文学习力为研究对象。中学生语文学习力是指在语文学习活动中促进中学生学习意愿与学习结果相互作用的一种内在能量。它是中学生愿学、能学、会学、坚持学习语文的能量。本着论文要有所创新的原则,本论文在前人研究学习力的基础上,进行了原创性的细化和深化研究,将学习力立足语文课堂,与语文学科相结合,从语文学习力的内涵、构成要素的解析到培养策略,都属于自己的研究思考。本论文采用了文献研究法、比较分析法等研究方法。本论文分为以下五部分。第一部分,绪论。从学习力的时代意义、学习力的学科意义以及学习力学科教育的不足来阐述本论文研究缘起,分析了国内外相关研究综述,为本论文的研究提供丰富的理论基础,最后确定本论文的研究内容为明确语文学习力的内涵及其构成要素,并提出培养策略。第二部分,学习力的内涵及其构成要素的探讨。结合前人的研究以及学习力的英文词源确定了学习力的内涵,分析了学习力的特点,认为学习力的构成要素包括：学习动力、学习毅力、学习能力、学习判断力、学习反思力、学习纠错力。第三部分,语文学习力的内涵及其构成要素的分析。结合第一章学习力的研究,确定了语文学习力的内涵,明确了语文学习力的构成要素：语文学习动力、语文学习毅力、语文学习能力、语文学习判断力、语文学习反思力、语文学习纠错力。并具体对每一个构成要素进行了阐述。第四部分,中学生语文学习力的问题及影响因素分析。存在问题有：语文学习目的不明确,兴趣不浓厚；语文学习毅力缺乏,抗挫能力较弱；语文能力认识错误,学习方法不当；判断意识缺乏,忽视语文判断力培养；教学方式不当，语文反思意识薄弱；包办代劳,纠错意识缺乏。影响因素有：语文教师的教育理念和教学能力：学生的学习态度、学习准备和学习习惯。第五部分,中学生语文学习力培养的基本原则和策略。基本原则主要有：主体性原则、科学性原则、实践性等原则。基本策略主要是结合语文教学,针对语文学习力的每个具体要素进行培养和提升,例如激发学生语文学习动力等。由于笔者理论知识和实践经验的不足,对中学生语文学习力的认识还比较欠缺,研究还不够深入,培养策略还比较空泛、不够具体。本论文只是笔者教师职业生涯的起点,以后将沿着这个方向继续研究,不断充实,不断完善。
[Abstract]:This paper focuses on the Chinese learning ability of middle school students. The Chinese learning ability of middle school students is a kind of internal energy to promote the interaction of students' learning intention and study results in Chinese learning activities. It is the energy of middle school students who are willing to learn, learn, learn and learn Chinese. On the basis of the study of learning ability, people have carried out the refinement and deepened research of original originality, combining the learning ability with the Chinese class, combining with the Chinese subject, from the connotation of the Chinese learning ability, the analysis of the elements of the constituent elements to the training strategy. This thesis adopts the literature research method, the comparative analysis method and so on. The article is divided into the following five parts. The first part, introduction. From the significance of the times of learning, the significance of the discipline of learning and the lack of education in the learning mechanics section, it expounds the origin of the research in this paper, analyses the related research summarization at home and abroad, provides a rich theoretical foundation for the research of this thesis, and finally determines the content of this paper as a clear language. In the second part, the connotation of learning power and its constituent elements are discussed. The connotation of learning ability is determined by the previous research and the English etymology of learning ability. The characteristics of learning ability are analyzed, and the elements of learning power include learning motivation, learning perseverance and learning. Ability, learning judgment, learning reflection force, and learning error correction force. The third part, the connotation of Chinese learning ability and the analysis of its constituent elements. Combined with the study of the first chapter of learning, the connotation of Chinese learning ability is determined and the elements of Chinese learning ability are clarified: Chinese Learning motivation, Chinese learning perseverance, Chinese learning ability, Chinese learning. Judgment, Chinese learning rethinking, Chinese learning error correction. And specifically to each of the elements of the fourth part, the problem of middle school students' language learning ability and influence factors analysis. There are problems: Chinese learning purpose is not clear, interest is not strong; Chinese learning perseverance, weak ability to resist weak; Chinese ability to understand Errors, improper learning methods, lack of consciousness of judgment, neglect of language judgment training, improper teaching methods, weak reflection consciousness of Chinese, and the lack of awareness of Chinese teachers' education concept and teaching ability: Students' learning attitude, study preparation and learning habits. The fifth part, middle school students' language study. The basic principles and strategies are the principle of subjectivity, the principle of science, and the principle of practice. The basic strategy is to cultivate and promote every specific element of the language learning ability, for example, to stimulate the motivation of the students' language learning, for example, the author's theoretical knowledge and practical experience. Insufficient, the understanding of Chinese learning ability of middle school students is still relatively short, the research is not deep enough, the training strategy is still more empty and not concrete. This paper is the starting point of the writer's career, and will continue to study in this direction, and continue to enrich and continuously improve.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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