小学习作教学“支架”应用的实践研究

发布时间：2018-01-28 00:54

本文关键词： 支架小学习作实践研究　出处：《江苏师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：习作是小学语文的重要组成部分,习作水平的高低直接体现了一个人语文综合素养的高低。小学生的年龄小,认知水平正在发展中,加上生活阅历少,经验不足,这些因素导致了小学生“习作难”的问题。本文以特级教师于永正的课堂实录为研究起点,通过对于老师的习作课堂进行认真深入的研究,对“问题式支架”、“建议式支架”、“范例式支架”的内涵、特征、实践策略以及应用的分析,希望能够为广大的小学语文老师在指导学生习作教学方面提供一点帮助。本文第一章主要阐述了“支架式教学”的内涵、特征、分类和理论基础。“支架式教学”的特征包括前瞻性、暂时性、情境性、差异性、合作性、及时性六个方面。不同的研究者从不同的角度对“支架式教学”进行了分类,比较常用的“教学支架”有范例、提示、建议、向导、问题、解释等。“支架式教学”的理论基础有维果茨基的“最近发展区”理论、“建构主义”理论、“认知主义”理论等。通过第一章对“支架式教学”的详细的描述,以期能够帮助广大小学语文老师对“支架式教学”有充分的了解,更好的、更灵活的将“支架式教学”应用于习作教学指导中。本文第二章、第三章、第四章,通过对于老师的习作课堂实录的深入的分析和研究,分别具体地阐述了“问题式支架”“建议式支架”“范例式支架”的内涵与特征、在实际教学中的实践策略、实际应用的优点、缺点及启示。理论和实践表明,“教学支架”运用于小学习作教学,能够帮助学生解决习作难题,增强习作的自信心,提高习作成绩,为小学生提供了一条提高习作水平的正确可靠的途径。为小学语文教师指导学生习作提供了借鉴的范本,使教师能够在课堂上灵活自如的运用“支架”来指导学生。
[Abstract]:Exercise is an important part of primary school Chinese, the level of exercise directly reflects the level of a person's comprehensive Chinese literacy. Pupils are young, cognitive level is developing, plus less life experience. Lack of experience, these factors led to the primary school students "difficult to work" problem. This paper takes Yu Yongzheng's classroom record as the starting point of the research, through a careful and in-depth study of the teacher's classroom exercises. The connotation, characteristics, practical strategies and application of "problem bracket", "suggestion bracket" and "example support" are analyzed. Hope to be able to provide a little help for the vast number of primary school Chinese teachers in guiding the teaching of students' exercises. The first chapter of this article mainly describes the connotation and characteristics of "scaffolding teaching". Classification and theoretical basis. The characteristics of "scaffolding teaching" include forward-looking, temporary, situational, differential, cooperative. Different researchers classify the "scaffolding teaching" from different angles, and compare the commonly used "teaching scaffolding" with examples, hints, suggestions, guides and questions. Explanation and so on. The theoretical basis of "scaffolding teaching" includes Vygotsky's theory of "proximal development zone" and "constructivism" theory. "Cognition" theory. Through the first chapter of the "scaffolding teaching" detailed description, in order to help the majority of primary school Chinese teachers have a full understanding of "scaffolding teaching", better. The second chapter, the third chapter, the 4th chapter, through the in-depth analysis and research of the teacher's exercises classroom record. The connotation and characteristics of "problem support" and "suggestion support" and "model support" are expounded in detail. The practical strategies in practical teaching, the advantages, disadvantages and enlightenment of practical application are discussed respectively. The theory and practice show that. The application of "teaching scaffold" in primary school exercises teaching can help students solve problems, enhance their self-confidence and improve their performance. For primary school students to provide a correct and reliable way to improve the level of writing, for primary school Chinese teachers to guide students to provide a model for reference. So that teachers can be flexible in the classroom to use the "scaffolding" to guide students.
【学位授予单位】：江苏师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.24

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