小学语文智慧课堂建构策略研究

发布时间：2018-06-10 11:52

本文选题：小学教育 + 语文教学　；参考：《重庆师范大学》2017年硕士论文

【摘要】：自进入二十一世纪,教育界对智慧教育的研究热情成倍数的上升,主要以“(教育、教学、教师)+智慧”等类型为研究主题。其中对智慧课堂的研究开始的时间稍晚,但是在研究的热情上却是后来者居上。2001年随着新一轮课程改革如火如荼的展开,传统的课堂和教学都遭遇了巨大的挑战,使得很多一线教师不得不“穷则思变”。正是在这样的背景下,大多数一线教师把研究的基点落脚于智慧课堂,因为和传统课堂相比,智慧课堂更加适应时代发展、学生发展和新一轮课程改革的要求。智慧课堂顾名思义,最终的目的不仅是传授知识,而是在传授知识同时,还要能够培养学生的创造思维、创新能力等具有典型智慧特征方面的能力。小学语文科目是百科之母,因此本研究选择以小学语文智慧课堂建构策略为研究主题,以人本主义教育理论和建构主义教育理论为指导,选取了重庆市某区三所小学作为主要的研究对象,采用深入课堂观察和对教师进行标准化访谈相结合的研究方法,以小学语文课堂教学现状为依据,从教师、学生、教学内容、教学方法等方面阐述了当前我国小学语文课堂教学存在的主要问题,并对问题背后的原因进行深度剖析。文章通过对智慧教育、教学智慧、智慧课堂等相关理论的梳理,结合我国小学语文课堂教学实际,运用现代教育教学理论,结合课堂教学观察和调查的情况,提出了小学语文智慧课堂建构的基本策略,以促进小学语文课堂教学改革,提高小学语文课堂教学的实效。本研究在对小学语文课堂进行深入观察和分析后,发现目前小学语文课堂教学主要存在以下几方面的问题:(1)课堂教学缺乏活力。课堂氛围比较沉闷,教师依然是课堂中心,学生主体性不够突出,整堂课依然是老师在唱“独角戏”。(2)学生学习缺少动力。通过观察和跟部分同学的交流发现,因为语文分数尤其能衡量他们在学校的表现情况,因此对语文的学习都带有比较大的心理压力,而不是发自内心的喜欢和感兴趣。(3)教学内容比较固化。语文教材的编排因为要照顾到全国各地的普适性,因此在内容的选择上会包含东西南北各方面的要素,但是上课老师不根据学校所处位置以及学生所处阶段对语文的教学内容进行处理,化解掉南北差异、东西差异,而以书教书的话,就容易造成教学内容的固化,不灵活。(4)教学方法不够新颖。教学方法的选定要根据教学内容以及学生的特点来安排,如果教师只是在课前进行预设,不管课堂的突发情况或者学生的临堂反应如何,不及时调整教学方法,就会导致课堂效果不佳,教学目标难以达成。研究表明,小学语文课堂教学存在问题的主要原因表现在以下几方面:(1)语文课堂过分强调教师中心。一切以教师为主,学生缺乏主动性和积极性,处于被动接受知识层面,难以发挥学生的创造性和积极性。(2)教师对学生的学习关注较少。每个学生存在个体差异,但是现实的情况是学生一来到课堂似乎就应该对语文、对数学这些所谓的主科充满热情,但可能在学习的初期,因为孩子处于抽象思维发展不太成熟的期间,对语文这种文字较多的课程并不感兴趣,这个时候需要教师对学生的学习格外的关注(3)知识处理方式单一。本就枯燥、抽象的文字对小学生已经是一个比较大的挑战,如果教师再不对内容加以多样化、个性化的处理,那么就会导致学生对课堂不感兴趣,整个语文学习情况不佳、学生的学习能力也就难以得到很好的发展。本研究在对小学语文课堂教学存在的问题,并对问题背后的原因进行剖析的基础上,运用现代教育学及智慧教育、教学智慧、智慧课堂等相关理论,结合我国小学语文课堂教学实际,提出了小学语文智慧课堂建构的基本策略:(1)尊重学生主体、鼓励学生质疑。必须彻底贯彻学生主体思想,积极发挥他们的主动性,才有挖掘他们内心的创造力、思维能力等潜力的可能。(2)创设智慧情境、促进学生创新。语文的教学离不开情境的创设,只有在具体的情境中学生才能对文字背后的知识自我消化和理解的更加透彻。(3)注重课堂内外、提高学生能力。实践是检验真理的唯一标准,要将课内所学运用到课外实践,才能真正发挥学生的主动性,锻炼学生的能力。(4)创新教学方法、激发学生兴趣。内容的灵活处理、方法的多样性和有趣性,能够调动学生参与学习的积极性,提升他们对学习的兴趣。为学生学好知识,锻炼能力打下基础,埋下伏笔。(5)培养良好习惯、孕育学生智慧。习惯决定成败,尤其是小学阶段是为整个学习时代打基础的阶段,必须让学生在小学阶段养成良好的学习习惯,才能为以后的学习取得事半功倍的效果,孕育学生个人智慧造就可能。由于本研究调查的学校样本较小,访谈的人数也不多,涉及的学校及教师较少,不完全具有代表性,所以,本研究中观察发现的问题可能存在一定的片面性,对原因的分析也就不够深刻和透彻,建构的小学语文智慧课堂策略可能不够全面、不太科学合理,缺乏针对性和实用性,不完全具有推广价值,还需要在以后的教学实践中不断的检验和反复的验证,以使得本研究提出的策略更加具有针对性、实效性和推广性,更加具有建设性和发展性,更加能够促进小学语文课堂教学的改革,提升小学语文课堂质量,促进小学生语文综合素养提升。
[Abstract]:Since the twenty-first Century, the enthusiasm of the educational circle of the intellectual education has increased, mainly on the theme of "(education, teaching, teacher) + wisdom" and other types of research. The time for the study of the wisdom class is a little late, but the enthusiasm of the research is in the.2001 year with the new round of curriculum reform. In this context, most of the teachers put the foundation of the research into the wisdom class, because the wisdom class is more adaptable to the development of the times, the development of the students and a new round of curriculum, compared with the traditional class. The ultimate goal is not only to impart knowledge but to impart knowledge at the same time, but also to cultivate students' creative thinking and creative ability. The primary language subject is the mother of encyclopedia. Therefore, this study chooses the strategy for the construction of the wisdom class in primary school language. With the guidance of humanistic education theory and constructivist education theory, three primary schools in a district of Chongqing are selected as the main research objects, and the research methods of combining the classroom observation and the standardized interview with the teachers are adopted, based on the present situation of the primary school Chinese teaching, from the teachers, students, teaching content and teaching. The main problems existing in the primary school Chinese classroom teaching are expounded in the aspects of learning methods and so on, and the reasons behind the problems are deeply analyzed. Through the combing of the related theories, such as wisdom education, teaching wisdom, wisdom class and so on, combined with the practice of Chinese primary school teaching, modern education theory and classroom teaching are combined. In order to promote primary school Chinese classroom teaching reform and improve the effectiveness of primary language classroom teaching, this study finds that there are some problems in primary language classroom teaching in primary school. (1) the classroom teaching lacks vitality. The classroom atmosphere is rather dull, the teacher is still the classroom center, the student's subjectivity is not prominent enough, the whole class is still the teacher singing "the unicorn". (2) the students are lack of motivation to study. The learning of the Chinese language has great psychological pressure, rather than the inner love and interest. (3) the teaching content is more solidified. The arrangement of the Chinese teaching materials will take care of the universality in all parts of the country, so the selection of the content will include the elements of the East, the West, the West and the north, but the teacher does not follow the school's position. To deal with the teaching content of the language in the stage of the students and the students' stage, to dissolve the differences between the north and the South and the difference between the East and the west, and the teaching content is easy to be cured and inflexible. (4) the teaching method is not new enough. The selection of teaching methods should be arranged according to the teaching content and the characteristics of the students, if the teacher is only in the course of the course By default, no matter the sudden situation in the classroom or the students' response to the hall, the teaching method will not be adjusted in time. It will lead to the poor effect of the classroom and the difficult to reach the goal of teaching. The main reasons for the problems in the primary language classroom teaching show in the following aspects: (1) the teacher's center is overemphasized in the Chinese classroom. All of them are teachers. The students are lack of initiative and enthusiasm, they are in the passive acceptance of knowledge, and it is difficult to give full play to the students' creativity and enthusiasm. (2) teachers have less attention to the students' learning. There are individual differences in each student. But the reality is that the students come to the classroom as if they should be Chinese, and are full of enthusiasm for the so-called subject subjects of mathematics. But at the beginning of the study, because the children are not mature in the development of abstract thinking, they are not interested in the more Chinese language courses. This time requires teachers to pay special attention to the students' learning (3) a single way of knowledge processing. If the teacher does not diversify and individualize the content, the students will not be interested in the classroom, the whole language learning is not good, and the students' learning ability will not be well developed. This study is based on the problems existing in the primary school language teaching and the basis for the analysis of the reasons behind the problems. On the basis of the theories of modern pedagogy and wisdom education, teaching wisdom and wisdom class, combined with the actual classroom teaching in primary schools in our country, the basic strategies are put forward: (1) respecting the student body and encouraging the students to question. It is necessary to thoroughly penetrate the students' main ideas and actively play their initiative. The possibility of digging their inner creativity, thinking ability and so on. (2) creating the wisdom situation to promote the students' innovation. The teaching of Chinese can not be separated from the creation of the situation. Only in the specific situation can the middle school students digest and understand the knowledge behind the text more thoroughly. (3) pay attention to the classroom and improve the students' ability. Practice is the test of the truth. The only standard of theory is to apply the lessons in class to extracurricular practice in order to give full play to students' initiative and to exercise students' ability. (4) innovative teaching methods, stimulating students' interest, flexible handling of content, diversity and fun of methods, can mobilize the enthusiasm of students to participate in the study and improve their interest in learning. Good knowledge, exercise ability to lay the foundation, bury the brush. (5) cultivate good habits, nurture the wisdom of students. Habits determine success or failure, especially the primary stage is the basic stage for the whole learning age, it is necessary for students to develop good learning habits in primary school, so as to get twice the result of half the effort and nurture students for future study. There are few school samples in this study, the number of interviews is small, there are few schools and teachers involved, and they are not completely representative. Therefore, the problems found in this study may be one-sided, and the analysis of the reasons is not profound and thorough, and the wisdom classroom strategy of primary school language is constructed. It may not be comprehensive, not scientific and reasonable, lack of pertinence and practicability, and not entirely of popularization value. It also needs to be tested and repeatedly verified in the future teaching practice, so that the strategy proposed in this study is more pertinent, effective and popularized, more constructive and developing, and more capable of promoting little. Learning the reform of Chinese classroom teaching, improving the quality of primary school language classroom, and promoting the comprehensive literacy of primary school students.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2;G434

【参考文献】