小学高年级语文课堂教学资源应用现状及对策研究

发布时间：2018-03-23 16:14

本文选题：小学高年级　切入点：语文课堂　出处：《扬州大学》2017年硕士论文

【摘要】：语文课堂教学资源作为课程资源的重要组成部分之一,对语文课堂教学的作用日益突出。课堂教学资源是指能够运用到课堂之中,为课堂教学内容服务或支持课堂教学活动进行的各种有效要素的集合。语文教师在课堂教学中引进多种多样的教学资源,打破了以教科书为中心的传统教学模式,同时也适应了时代发展的要求。当前,课堂教学资源作为教学活动的基本要素,逐渐走进了广大一线教师的视野。语文课堂教学资源的应用,一方面能帮助教师提高教学效果,另一方面可以提升学生语文学习的能力和语文素养。基于课堂教学资源的复杂性和多样性以及学生学习特点的差异性,在小学语文课堂教学中,教学资源的应用存在着一些问题。为了解小学高年级语文课堂教学资源应用的现状,本文主要采用了问卷调查、访谈和课堂观察这三种调查方法,对几所小学的高年级语文课堂教学资源的应用情况从课堂教学资源的认识、文本资源的应用、教师自身资源和学生资源的应用、多媒体资源的应用、教室资源的应用这六个方面进行了调查。在实践研究中发现,小学高年级语文教学资源的应用主要存在以下问题:教师缺乏课堂教学资源应用的意识和能力;教学中把教材视为课堂教学中单一的资源;课堂教学中多媒体资源的过度使用;教师对自身资源重视度不够,对学生资源的处理不到位;备课不充分影响教师对生成性资源的应用;班级文化形同虚设,班级学习氛围不足。认真分析,产生这些问题的主要原因有:传统教学观以及应试教育的影响、教师知识素养的限制、教师的情感因素的影响、教师的教学经验限制、教师课堂教学资源应用能力的限制、学校在教师课堂教学资源应用上的缺席。基于教学资源应用中的问题,本文提出了改进小学高年级语文教师课堂教学资源应用的主要策略有:鼓励教师参加培训和研讨活动,积极为语文教学提供教学设备支持;增强小学高年级教师课堂教学资源应用意识,并适时地进行反思与小结;合理运用教科书,科学甄选有用的网络资源;发挥教师自身资源的重要性,科学合理地应用学生资源;科学处理预设和生成的关系,实现课堂生成资源的有效利用;注重班级非物理环境的建设对课堂教学的作用。
[Abstract]:As an important part of curriculum resources, Chinese classroom teaching resources play an increasingly important role in Chinese classroom teaching. The collection of all kinds of effective elements for serving or supporting classroom teaching activities. Chinese teachers introduce a variety of teaching resources in classroom teaching, which breaks the traditional teaching mode centered on textbooks. At the same time, classroom teaching resources, as the basic elements of teaching activities, have gradually entered the field of vision of the vast number of front-line teachers. The application of Chinese classroom teaching resources can, on the one hand, help teachers to improve the teaching effect. On the other hand, it can improve students' Chinese learning ability and Chinese accomplishment. Based on the complexity and diversity of classroom teaching resources and the differences of students' learning characteristics, in primary school Chinese classroom teaching, There are some problems in the application of teaching resources. In order to understand the current situation of the application of Chinese classroom teaching resources in primary schools, this paper mainly adopts three investigation methods: questionnaire, interview and classroom observation. The application of Chinese classroom teaching resources in several primary schools includes the understanding of classroom teaching resources, the application of text resources, the application of teachers' own resources and students' resources, and the application of multimedia resources. The application of classroom resources in these six aspects has been investigated. In the practical research, it is found that there are the following problems in the application of Chinese teaching resources in the senior grade of primary schools: teachers lack the awareness and ability to apply classroom teaching resources; The teaching materials are regarded as a single resource in classroom teaching, the multimedia resources are overused in classroom teaching, the teachers do not pay enough attention to their own resources, and the students' resources are not dealt with in a proper way. Insufficient preparation of lessons affects teachers' application of generative resources, class culture is empty and class learning atmosphere is insufficient. Through careful analysis, the main reasons for these problems are: traditional teaching concept and the influence of examination-oriented education. The limitation of teachers' knowledge literacy, the influence of teachers' emotional factors, the limitation of teachers' teaching experience, the limitation of teachers' ability to apply classroom teaching resources, Based on the problems in the application of teaching resources, this paper puts forward the main strategies to improve the application of classroom teaching resources for Chinese teachers in primary school: encouraging teachers to participate in training and discussion activities. Actively provide teaching equipment support for Chinese teaching, enhance the sense of application of classroom teaching resources of teachers in primary school, and timely reflect and summarize, reasonably use textbooks, scientifically select useful network resources; Give full play to the importance of teachers' own resources, scientific and reasonable use of student resources; scientifically deal with the relationship between presupposition and generation, and realize the effective use of classroom generated resources; pay attention to the class non-physical environment on the role of classroom teaching.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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