小学语文口语交际课程知识内容的构建

发布时间：2018-05-16 14:59

本文选题：口语交际 + 课程知识　；参考：《广州大学》2017年硕士论文

【摘要】：口语交际课程知识内容是口语交际课程内容的重要一环。但是小学语文口语交际课程知识内容不明确,带来了口语交际知识类型不明晰、口语交际知识单薄、口语交际活动缺乏知识指导等问题。因此,本文的研究重点是构建系统的小学语文口语交际课程知识内容。本研究对教学大纲和课程标准、人教版小学语文教材和小学语文口语交际教学中的口语交际知识内容进行梳理,提出其不足之处,并进一步揭示三者共同存在的问题。解决小学口语交际课程知识内容的问题时,借鉴现代心理学对知识的分类、口语交际能力构成要素和英美的小学口语交际教学实践,从理论和实践的角度找到了依据和经验。最后,从小学口语交际课程知识内容存在的问题和构建知识内容的依据出发,从陈述性知识、程序性知识的策略性知识三个维度构建了小学语文课口语交际课程知识内容,在构建的过程中,借鉴具体范例,让教师在口语交际教学中明确“教什么”。另外,为了进一步明确各年级的教学重点,提出了低、中、高年段的口语交际课程知识内容。希望通过本文的研究,让教师明晰教学内容,更好地开展小学口语交际活动,学生通过掌握实际的口语交际知识提高自己的口语交际能力,解决在课堂一阵热闹后,学生毫无收获的现状。
[Abstract]:The knowledge content of oral communication course is an important part of oral communication course content. However, the knowledge content of Chinese oral communication course in primary school is not clear, which brings some problems, such as unclear types of oral communication knowledge, weak oral communication knowledge, lack of knowledge guidance in oral communication activities, and so on. Therefore, the research focus of this paper is to construct the systematic knowledge content of oral communication curriculum in primary school Chinese. This study combs the syllabus and curriculum standards, the teaching materials of primary school Chinese and the knowledge content of oral communication in primary school, points out their shortcomings, and further reveals the common problems among the three. In order to solve the problem of knowledge content in primary school oral communication curriculum, the author draws lessons from the classification of knowledge in modern psychology, the elements of oral communication competence and the teaching practice of primary school oral communication in Britain and America, and finds the basis and experience from the angle of theory and practice. Finally, starting from the problems existing in the knowledge content of the primary school oral communication curriculum and the basis of constructing the knowledge content, this paper constructs the knowledge content of the primary school Chinese course from the three dimensions of declarative knowledge and strategic knowledge of procedural knowledge. In the process of construction, using concrete examples for reference, let teachers make clear "what to teach" in oral communication teaching. In addition, in order to further clarify the teaching focus of each grade, the low, middle and high level of oral communication curriculum knowledge content. It is hoped that through the study of this paper, teachers will be able to clarify the teaching content and better carry out oral communication activities in primary schools. Students will improve their oral communication ability by mastering actual oral communication knowledge, and solve the problem after a spate of excitement in the classroom. The students have nothing to gain.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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