小学语文教学与影视资源整合的现状和对策研究

发布时间：2018-03-29 21:34

本文选题：小学语文教学　切入点：影视资源　出处：《杭州师范大学》2015年硕士论文

【摘要】：在我国普及信息化教育及影视迅猛发展的背景下,影视资源作为重要的多媒体资源,日益受到语文教学的青睐,小学语文教学与影视资源的整合研究正是建立在这一大趋势之上。本论文旨在明晰小学语文课堂教学中影视资源的应用情况,针对小学语文教学与影视资源整合中尚存在的不完善之处寻求构建的对策,在小学语文教学中开创一条科学创新的道路,最大程度地激发学生的兴趣和潜能,发挥学生的主动性,提高课堂学习效率,构建优化的语文教学模式。本论文分五个部分展开论述。第一部分是绪论,阐述了本论文选题的背景与意义,前人有关本课题的研究成果,以及本论文的研究内容、方法以及特色创新之处。第二部分阐明了影视教育资源的内涵和特点,明确影视资源在小学语文教学中的功能价值,并从学生的心理特点、语文新课程标准和理论三个角度阐述影视资源与小学语文教学整合的依据。第三部分通过调查分析了小学语文教师在教学环节、知识教学、技能教学以及情感、态度、价值观的培养与影视资源整合中的不足之处:如在教学环节中,预习、导入环节应用影视资源不充分;在文化类知识教学方面,历史与人物、地理与人文、社会时讯三方面知识教学与影视资源的整合不足;在技能教学方面,说话技能和综合实践技能与影视资源整合较为欠缺;在培养情感、态度、价值观方面,个人与国家和社会、个人认知过程的价值标准的培养与影视资源的整合比较薄弱等。第四部分,针对小学语文课堂教学整合影视资源的不足之处提出以下对策:第一,在教学环节上,提出了在预习环节利用影视资源了解文本背景及内容、在导入环节提取学生的旧知、设置悬念的对策;第二,在知识、技能,情感、态度、价值观三维目标上提出了整合的对策,如在文化类知识教学方面,提出了历史与人物、地理与人文、社会时讯三方面知识教学与影视资源的整合方式;在语言类知识教学中,提出了拼音、识字教学与影视资源的整合;在技能教学方面,通过影视资源训练学生的背诵、辩论能力,提高影视资源与说话能力的整合程度;通过影视资源培养学生课外阅读文学名著的兴趣和阅读鉴赏能力,实现阅读技能与影视资源的整合;通过影视资源提高学生议论文、说明文的写作能力,提高表现手法中想象、渲染的运用能力以提高写作技能与影视资源的整合程度;通过影视小剧场、展示交流会、抒写观后感这三种形式实现小学生语文综合实践能力与影视资源的整合。总之,本论文旨在针对现实中小学语文教学与影视资源整合的薄弱之处以及原因,探索可行的整合策略和模式,以实现两者结合的系统化、完善化,提高小学语文课堂教学的成效。
[Abstract]:Under the background of the popularization of information education and the rapid development of film and television in China, film and television resources, as an important multimedia resource, are increasingly favored by Chinese teaching. The research on the integration of Chinese teaching and film and television resources in primary schools is based on this trend. The purpose of this paper is to clarify the application of film and television resources in Chinese classroom teaching in primary schools. Aiming at the imperfections existing in the integration of Chinese teaching and film and television resources in primary school, the author tries to find the countermeasures to construct it, to create a scientific and innovative way in the teaching of Chinese in primary school, and to stimulate the students' interest and potential to the greatest extent. This paper is divided into five parts to discuss. The first part is the introduction, which explains the background and significance of this thesis. The second part clarifies the connotation and characteristics of the film and television education resources, and clarifies the function value of the film and television resources in the primary school Chinese teaching, the second part clarifies the connotation and characteristics of the film and television education resources, and clarifies the function value of the film and television resources in the primary school Chinese teaching. And from the psychological characteristics of students, the new Chinese curriculum standards and theory of three angles to explain the film and television resources and primary school Chinese teaching integration basis. The third part through the investigation and analysis of primary school Chinese teachers in the teaching link, knowledge teaching, The inadequacies of skill teaching and the cultivation of emotion, attitude, values and the integration of film and television resources, such as inadequate application of film and television resources in teaching links, history and characters in the teaching of cultural knowledge, The integration of knowledge teaching and film resources in geography, humanities, social time and communication is insufficient; in skill teaching, the integration of speaking skills and comprehensive practical skills with film and television resources is relatively lacking; in cultivating emotion, attitude, and values, the integration of speaking skills and comprehensive practical skills with film and television resources is relatively inadequate. In the fourth part, the author puts forward the following countermeasures in view of the deficiency of the integration of film and television resources in primary school Chinese classroom teaching: first, the following countermeasures are put forward: first, In the teaching link, put forward in the preview link to use film and television resources to understand the text background and content, in the introduction link to extract students' old knowledge, set suspense countermeasures; second, in knowledge, skills, emotion, attitude, In the aspect of cultural knowledge teaching, the author puts forward three ways of integrating history and character, geography and humanities, social time and news, and film and television resources, and in the teaching of language knowledge, the author puts forward the countermeasures of integration on the three-dimensional goal of values, such as the integration of history and character, geography and humanity, social time and news, and the teaching of language knowledge. This paper puts forward the integration of pinyin, literacy teaching and film and television resources, in the aspect of skill teaching, training students' recitation and debating ability through film and television resources, so as to improve the integration of film and television resources with speaking ability. Through film and television resources to cultivate students' interest in reading literary classics and reading appreciation ability, to achieve the integration of reading skills and film and television resources, through film and television resources to improve the students' argumentative writing ability, to improve the performance of the imagination, Rendering the ability to use to improve the integration of writing skills and film and television resources; through the film and television small theater, show exchange, express the feeling of the three forms of primary school students' language comprehensive practical ability and film and television resources integration. The purpose of this paper is to explore feasible integration strategies and models in view of the weakness and reasons of the integration of Chinese teaching and film resources in primary and secondary schools, so as to realize the systematization and perfection of the combination of the two, and to improve the effectiveness of Chinese classroom teaching in primary schools.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2;G431

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