小学语文教学中故事的运用策略研究

发布时间：2018-02-19 18:13

本文关键词： 故事小学语文教学运用策略　出处：《华中师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：故事,是经过组织和安排的事件,它的内容符合一定的时间顺序和因果逻辑关系。故事密切联系于人们的生活,能够很好的适应人们的心理感受和情感体验。因而,故事不仅能很好的调动人们的兴趣和积极性,而且也有益于人们对周围事物的体验,使之产生情感上的共鸣和熏陶。人们对故事的兴趣,是基于认识和情感需要的一种情绪表现。同时,故事与人们的生活密切联系,人们本就生活在故事之中,他们喜欢听故事和相互传递故事,经常通过故事来表达自己的观点,更能对引起自身情感共鸣的故事记忆深刻。故事与我们的生活密切联系,它能够很好的调动人们的兴趣,引起人们的情绪表现和情感共鸣。故事的这些特点决定了故事的教育功能和价值。在教学中,教师根据学生的特点和具体的教学内容适时的插入相应的故事,不仅能够发挥故事自身的教育功能,而且故事的引入,有利于激发学生的积极性,帮助学生更好的学习和理解知识。因为故事内容符合学生心理需求和发展特点,故事的引入极大的调动了学生的兴趣,而故事内容能够引起学生的情感体验和共鸣,从而丰富学生的情感体验,帮助学生形成正确的情感价值观。另一方面,语文学科自身就充满语言性,学科内容本就是故事形式,因此将故事运用于教学也能够体现语文学科的特点,激发学生的学习热情。因此,教师在教学中运用故事教学不仅能够促进学生的知识学习和情感熏陶,而且也能够体现学科特征,体现教学方式的转变。当然,教师要正确有效的运用故事教学还需要把握一定的方法。只有掌握了科学合理的策略和手段才能真正实现故事运用于教学的价值。本文在具体分析故事运用于小学语文教学中的突出问题的基础上,根据具体的问题提出相应的运用策略。本文的具体做法是笔者在分析故事运用的问题的基础上,立足于人民教育出版社出版的小学语文教材,结合小学生的实际发展水平和心理特点,并具体分析在教学实践中的故事运用的案例,从而对教学中的故事的运用策略进行具体分析和探索研究。研究的具体表现是首先阐述小学语文教学中故事运用的含义及特征。其次说明故事运用于小学语文教学中的重要意义。然后主要分析故事运用于小学语文教学中的突出问题及其原因。最后根据具体的问题提出相应的策略。将故事运用于小学语文教学中时要做好故事的选取和呈现策略,把握好不同类型故事的分析策略,并具体落实好故事运用于不同教学目标和教学过程的基本策略。
[Abstract]:A story is an event that is organized and arranged, and its contents conform to a certain order of time and causal logic. The story is closely related to people's lives and can be adapted to people's psychological and emotional experiences. Stories are not only good at arousing people's interest and enthusiasm, but also good for people's experience of things around them, making them emotionally resonate and edifying. People's interest in stories, It's an emotional expression based on awareness and emotional need. At the same time, stories are closely related to people's lives, and people are already living in stories. They like to listen to stories and pass on stories to each other, and often express their views through stories. It is more profound to remember stories that resonate with our own emotions. Stories are closely related to our lives, and they can mobilize people's interest very well. The characteristics of the story determine the educational function and value of the story. In teaching, the teacher inserts the corresponding story according to the students' characteristics and the specific teaching contents. It can not only give play to the educational function of the story itself, but also the introduction of the story can stimulate the enthusiasm of the students and help the students to learn and understand knowledge better, because the content of the story conforms to the psychological needs and development characteristics of the students. The introduction of the story greatly arouses the students' interest, and the content of the story can cause the students' emotional experience and resonance, thus enrich the students' emotional experience, help students to form the correct emotional values. On the other hand, The subject of Chinese itself is full of language, and the content of the subject is the form of story. Therefore, the application of story in teaching can also reflect the characteristics of the subject of Chinese and arouse the students' enthusiasm for learning. The use of story teaching by teachers in teaching can not only promote students' knowledge learning and emotional edification, but also reflect the characteristics of the subject and the changes in teaching methods. Teachers need to grasp certain methods to use story teaching correctly and effectively. Only by mastering scientific and reasonable strategies and means can the value of story application in teaching be realized. On the basis of the outstanding problems in the teaching of Chinese, Based on the analysis of the problems in the use of the story, the author based on the people's Education Publishing House published the primary school Chinese teaching materials. Combining with the actual development level and psychological characteristics of primary school students, and analyzing the case of story application in teaching practice, The concrete manifestation of the study is to expound the meaning and characteristics of story application in Chinese teaching in primary school. Secondly, to explain the use of story in Chinese teaching in primary school. The significance of learning. Then the main analysis of the story in primary school Chinese teaching problems and their causes. Finally, according to the specific problems put forward the corresponding strategies. The story in primary Chinese teaching should be done well. Strategies for selecting and presenting stories, Grasp the analysis strategies of different types of stories, and implement the basic strategies of applying stories to different teaching objectives and teaching process.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.2

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