基于前置学习的深度建构引导策略研究

发布时间：2018-06-18 23:02

本文选题：前置学习 + 深度建构　；参考：《四川师范大学》2017年硕士论文

【摘要】：随着素质教育的推行,新课程改革要求转变传统的教学方法,运用新的教学方法去培养学生。此外,新课程改革认为“授人以鱼,不如授人以渔”,强调通过素质教育把学生培养成为一个具有终身学习能力的人。本文试图以“前置学习”为视角,深入研究基于“前置学习”视角下的深度建构引导策略,培养学生良好的学习习惯、自主学习能力以及提高课堂教学效率。前置学习是深度建构的重要基础,深度建构是前置学习的重要目的。前置学习可以找到学生的学习原点,深度建构可以确保知识的深刻性、丰富性、整体性、生成性,而如何深度建构,则需要引导策略的指导。本论文研究主要分为六大部分。以“深度建构”为主线,研究基于前置学习的深度建构引导策略。第一部分:阐述了问题的提出,梳理了国内外相关研究,指出了研究的学术和实践价值,说明了研究的思路与方法。第二部分:从前置学习的产生背景、问题指向、内涵与特点三个方面阐述了前置学习的缘起。第三部分:从学习价值、发展价值、教学价值三个维度对前置学习的价值进行分析,并在此基础上将前置学习的目标定位为获得必备知识、促进独立学习、生成问题意识。第四部分:基于前置学习,阐述了深度建构的目标、深度建构的内容、深度建构的过程、建构的深度水平。第五部分:阐述了前置学习对学生深度建构具有诊断调控、导学激趣、生成问题、培养能力的作用;此外,还分析了前置学习促进学生深度建构的成因。第六部分:阐述了4种引导策略:反思性教学、对话式教学、阶梯式教学、理解性教学,并对每一种引导策略进行了实践验证。本文的“前置学习”是指讲授新课前,教师让学生进行自主的尝试性学习,与“预习”、“导学案”相比较,它具有针对性、开放性、生成性、自主性。深度建构的实质是问题解决,把握学科本质、提升核心素养、建构深层意义是其目标,知识层次(学科本质)和生命层次(精神意义)的建构是其内容。4种引导策略的运用,证明其实践的科学性。
[Abstract]:With the implementation of quality education, the new curriculum reform requires the transformation of traditional teaching methods and the use of new teaching methods to cultivate students. In addition, the new curriculum reform holds that "it is better to teach people to fish than to teach people to fish", emphasizing the cultivation of students into a person with lifelong learning ability through quality education. From the perspective of "pre-learning", this paper attempts to deeply study the deep construction and guidance strategies based on the perspective of "pre-learning", so as to cultivate students' good learning habits, autonomous learning ability and improve the efficiency of classroom teaching. Pre-learning is an important foundation of depth construction, and depth construction is an important purpose of pre-learning. Pre-learning can find the origin of students' learning, and deep construction can ensure the profundity, richness, integrity and generality of knowledge. However, how to construct deeply requires the guidance of guiding strategies. This thesis is divided into six parts. Taking depth construction as the main line, this paper studies the guiding strategy of depth construction based on pre-learning. In the first part, the author expounds the questions raised, combs the relevant research at home and abroad, points out the academic and practical value of the research, and explains the ideas and methods of the research. The second part expounds the origin of prelearning from three aspects: background, problem direction, connotation and characteristics. The third part analyzes the value of pre-learning from the three dimensions of learning value, development value and teaching value, and on this basis, the goal of pre-learning is to obtain the necessary knowledge, promote independent learning and generate problem consciousness. The fourth part: based on prelearning, this paper expounds the goal, content, process and level of depth construction. The fifth part expounds the role of pre-learning in diagnosing and regulating students' deep construction, stimulating learning, generating problems and cultivating ability, in addition, it also analyzes the causes of pre-learning to promote students' deep construction. The sixth part expounds four kinds of guiding strategies: reflective teaching, dialogue teaching, step teaching and understanding teaching, and has carried on the practice verification to each kind of guidance strategy. "Pre-learning" in this paper refers to the teaching of the new class, teachers let the students to carry out their own experimental learning, compared with "preview", "guidance plan", it is targeted, open, generative, autonomous. The essence of the deep construction is to solve the problem, grasp the nature of the subject, enhance the core accomplishment, construct the deep meaning is its goal, the construction of the knowledge level (subject essence) and the life level (spiritual meaning) is the use of its content 4 kinds of guiding strategies. To prove the scientific nature of its practice.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G424

【参考文献】