人教版小学语文教材中插图教学研究

发布时间：2018-04-25 11:44

本文选题：人教版小学语文 + 教材插图　；参考：《内蒙古师范大学》2015年硕士论文

【摘要】：插图作为语文教材的组成部分是课文的第二语言,充分有效地利用教材插图,会使教学效果事半功倍。但在目前的教学实践中,教师对插图使用少、运用不当的情况屡见不鲜,甚至部分教师忽略教材插图的存在。教学中教师对使用教材插图方法指导的单一或缺失,致使学生在学习中,除了被教材插图鲜艳的色彩吸引外,较少认真仔细地思考插图中的隐含信息。在新一轮的基础教育课程改革中,课本改革的目标之一就是力图让图表、图像、声音走进文字世界,共同构筑一个完整的、符合学生认知规律和需要的课本体系。让教师充分运用教材插图服务于语文教学,让学生学会用教材插图学习语文,这也是我想研究这个课题的根本目的。本文借助调查问卷,以内蒙古呼和浩特市第四中学小学部的教师和学生为调查对象。通过对教材插图教学、教材插图编制的调查与分析,发现插图教学及插图编制存在一些问题。通过分析原因,找出有效策略指导插图教学。本篇论文共分为三个部分,从教师和学生对人教版语文教材插图的使用现状调查中,找出问题并进行分析,最终提出运用教材插图学习的有效策略。论文第一部分主要对教材插图的含义和在小学语文教材中的作用做简单的描述。第二部分对教师和学生使用教材插图的情况进行调查,发现教师和学生均忽略教材插图的存在,没有系统的方法指导,或使用的不够适时恰当。另外还就教材插图编制情况对教师和学生做调查,通过分析找出教材插图的编制问题,如位置欠佳、不够准确清晰,以及面对这些问题该怎样运用教材插图进行教学。论文的第三部分是根据上述发现的问题,从教师和学生两方面,提出解决教材插图教学的策略,并例举具体的教学案例加以论证。本文借助调查问卷、个案研究、教学案例、参考文献等方法,分析总结出一些使用教材插图的方法。目的是激发教师和学生使用插图的兴趣,为教师丰富教学策略开辟一条有效的新道路。而利用教材插图让学生多观察多思考,也给学生提供一个理解课文的新途径。对于学生而言,利用教材插图,可以增强学生学习语文的兴趣,开辟广阔的想象空间,提供思想上可以自由驰骋的广阔情境。通过有效的插图教学,还可以提高学生的审美能力,丰富加强学生朗读课文的感情。同时借助插图,也给学生提供了练说、助写的机会。对小学语文教材插图教学的讨论,希望能够引起教师和学生对教材插图的适度关注,从而有益于插图教学。
[Abstract]:Illustration is the second language of the text as a part of Chinese teaching material. However, in the present teaching practice, teachers use less illustrations and misuse them, even some teachers ignore the existence of illustrations in textbooks. In teaching, the teachers' lack or singularity of using the method of illustrating in textbooks makes students, in addition to being attracted by the bright colors of illustrations in textbooks, think less about the implied information in illustrations. In the new round of basic education curriculum reform, one of the aims of textbook reform is to make charts, images and sounds into the word world, and to build a complete textbook system that meets the students' cognitive laws and needs. Let the teacher make full use of textbook illustrations to serve Chinese teaching, and let students learn to learn Chinese with textbook illustrations, which is the fundamental purpose of my research on this subject. With the aid of questionnaire, this paper takes the teachers and students of the fourth Middle School in Hohhot, Inner Mongolia, as the objects of investigation. Through the investigation and analysis of the teaching of textbook illustrations and the compilation of textbook illustrations, it is found that there are some problems in the teaching of illustrations and the compilation of illustrations. By analyzing the reasons, we find out the effective strategies to guide the illustration teaching. This paper is divided into three parts, from teachers and students to the current situation of teachers and students in the use of Chinese language textbook illustrations, to find out the problems and analysis, and finally put forward the effective learning strategies of using illustrations. The first part of the paper mainly describes the meaning of illustrations and its role in primary school Chinese textbooks. The second part investigates the situation of teachers and students using illustrations in textbooks. It is found that both teachers and students ignore the existence of illustrations in textbooks, do not have systematic methods to guide them, or use them inappropriately. In addition, teachers and students are investigated on the compilation of textbook illustrations. Through analysis, the problems of compiling textbook illustrations are found out, such as poor position, inaccuracy and clarity, and how to use textbook illustrations to teach in the face of these problems. The third part of the paper is based on the above found problems, from the teachers and students, proposed to solve the teaching strategies of illustrations, and examples of specific teaching cases to be demonstrated. By means of questionnaire, case study, teaching cases, references and other methods, this paper analyzes and summarizes some methods of using illustrations in textbooks. The purpose is to stimulate the interest of teachers and students in using illustrations and to open up an effective new way for teachers to enrich teaching strategies. The use of textbook illustrations to allow students to observe and think, but also to provide students with a new way to understand the text. For students, the use of illustrations in textbooks can enhance students' interest in learning Chinese, open up a wide space of imagination and provide a wide range of situations in which ideas can be freely used. Through effective illustration teaching, students' aesthetic ability can be improved, and students' feelings of reading the text can be enriched. At the same time, with the help of illustrations, it also provides students with the opportunity to practice speaking and writing. It is hoped that the discussion on the illustration teaching of primary school Chinese textbooks can arouse teachers' and students' proper attention to the illustrations in textbooks, and thus benefit the illustration teaching.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

【参考文献】