构建小学语文“导—探—拓—测”教学模式的实践研究

发布时间：2018-05-16 22:19

本文选题：小学语文 + 教学模式　；参考：《广西师范大学》2015年硕士论文

【摘要】：当前,很多教师把提高教学质量的方法寄托在拼时间、拼题海战术上。走进我们的课堂就会发现,大多数还是采用以教为主的教学方法。在这种课堂上,教师是主宰者,学生不敢越雷池半步。导致的结果是教师在上面讲得酣畅淋漓,学生在下面听得昏昏欲睡。采用题海战术,依靠大量的练习来提学习成绩,这样的行为在短时间内也许能有一定的效果,但是却不可持续。因为课堂是提高教学质量的主阵地,不从根本上解决课堂教学的效率而空谈教学质量,则无异于纸上谈兵,缘木求鱼。为了打破教师在课堂教学中一统天下的局面,打破课堂教学中学生集体失语的状态,小学语文“导-探-拓-测”教学模式应用而生。所谓“导-探-拓-测”,就是检查预习,质疑导学；合作探究,解决问题；举一反三,拓展延伸；当堂检测,达标评价。因为每个学生的学习基础和知识经验不一样,课前的预习活动有利于学生发现自己独特的认识障碍点、疑难点,以便点燃思维的火花,激发探求知识的欲望,使学生在新课的教学中变被动学习为主动探索。合作探究,解决问题是“导-探-拓-测”的主体环节。语文课程标准中明确指出：“引导学生调整学习方式,提高他们的自主学习和合作学习的能力,使他们具有终身学习的能力。”自主探究的目的是改变当前学生被动的状态,即改变教师讲授学生被动接受的学习方式,让学生成为学习的主人。举一反三就是从一件事情类推而知道其它事情。在语文课堂教学中,就是要抓住一点,向前后左右、上中下处延伸,实现知识的前后衔接。同时,举一反三会促使课堂立体式、快节奏、大容量目标的达成。在教学过程中取得的成效,如果能够得到及时的评价,就能为下一步的教与学提供便利。从教师的角度来说,当堂检测能及时了解学生对新知识的掌握情况。一堂课的学习结束后,如果没有立即对学生的学习情况进行检测,就会使得师生对教与学的目标达成情况不了解,不能及时有效地对学习进行调控与补救。“导-探-拓-测”教学模式的应用给小学语文课堂教学注入了新的活力。这种教学方法培养了学生的合作意识和团队精神,让学生由“要我学”变为“我要学”,把个人自学、合作探究、教师指导等有机地结合起来,调动了学生的学习积极性,挖掘了学生的学习潜能,使学生在互相学习中共同提高。“导-探-拓-测”教学模式拓宽了学生的学习空间,为他们提供一个轻松自主、畅所欲言的学习环境,提高了学生创造思维的能力。学生在小组内有更多的空间发表自己对问题的看法,在参与学习活动的过程中获得成功的情感体验。合作交流时,组员们惜时如金,紧张有序地合作,既能充分表达自己的想法,又能听取、分析、吸纳别人的观点。小组中的每一个成员都有自己的长处,有的善于表达,有的善于总结,有的善于组织……在这样平等、民主、和谐的友好氛围中,大家互相之间取长补短,为今后更加密切地合作和竞争奠定了基础。“导-探-拓-测”教学模式体现了学生的主体地位,激发了学生学习的积极性,培养学生的学习兴趣,并在学习过程中锻炼了学习能力,使学生学会学习。以这种模式组织课堂教学,每位学生都有平等的发言机会,而且组员在小组的发言是无拘无束的,有利于问题的讨论和解决,同时也增加了学生将所学知识加以应用的机会。在小组交流讨论的过程中,组员相互学习彼此的长处,展开互助、互查、互评活动,使学生在检验组员的同时也提高了自己对知识的理解,在评价其他组员同时也提高了对自己的正确认识。这样才是真正体现了面向全体学生,使他们的思维活而不乱,促进他们生动活泼、积极主动地学习。“导-探-拓-测”教学模式增强了学生的自学意识,小学语文课堂上,学生成为学习的主人,由被动转变为主动,“要我学”转变为“我要学”。就增强主体意识来说,对于那些把新知识或新技能掌握很好地学生,能够把自己当成老师,去辅导那些对新知识或新技能掌握不到位的其他学生。为了讲好新知识,扮演小老师的学生们,必须要对所学的知识进行认真的分析和梳理,这在无形中增强了他们的自学意识。“导-探-拓-测”教学模式培养了学生的创新能力。在这样的课堂中,每个学生都必须运用已有的知识去寻求解决新的问题的方法,这时,学生的思维往往比较活跃,常有灵感闪现。“导-探-拓-测”教学模式以小组为平台,采用合作学习的形式,形成了师生、生生之间的全方位、多层次的交流,使学生感受到学习不再是件单调重复、枯燥无味的事情,而是一种轻松愉悦的交流,这有利于实现智力因素和非智力因素平衡发展,最终有利于实现学生学会学习这一长远的教学目标。
[Abstract]:At present, a lot of teachers put the method of improving the quality of teaching to spell time and spell sea battle. Entering our classroom, we will find that most of the teaching methods are mainly teaching methods. In this class, the teacher is the master, the student is afraid of the half step. The result is that the teacher is in the top of the classroom. Under the question of sea tactics, use the question sea tactics, rely on a large number of exercises to carry out study results, such behavior may have a certain effect in a short time, but it is not sustainable. Because the classroom is the main position to improve the quality of teaching, it is no different from the paper to talk about the quality of teaching without the fundamental solution of the efficiency of the classroom teaching. In order to break the situation of the teacher in the classroom, to break the situation in the classroom teaching, break the state of the collective aphasia in the classroom teaching, the teaching mode of "Guide - Probe - Extension - Test" in the primary school language is applied. Because of the different learning basis and knowledge experience of each student, the preview activities before class are beneficial to the students to find their own unique cognitive obstacles and difficult points, so as to spark the spark of thinking, stimulate the desire to seek knowledge, and make the students actively explore the passive learning in the teaching of the new class. The problem is the main link of "Guide - Probe - Extension - Measurement". The Chinese curriculum standards clearly point out: "guiding students to adjust their learning methods, improve their ability to study independently and cooperative learning, and make them have the ability to learn for life." the purpose of independent inquiry is to change the passive state of the current students, that is, to change teachers to teach students to be taught. In the course of Chinese classroom teaching, it is necessary to grasp a point in the Chinese classroom teaching, to move forward and back, to reach the middle and lower parts, to realize the connection of knowledge. At the same time, the lifting of one anti three will promote the stereoscopic, fast rhythm, and large capacity of the classroom. The results achieved in the course of teaching, if they can be evaluated in a timely manner, can facilitate the next step of teaching and learning. From a teacher's point of view, the examination can timely understand the students' mastery of the new knowledge. After the end of a class, it will make a test of the students' learning situation if they are not set up. The teachers and students do not understand the goal of teaching and learning, and can not adjust and remedy the learning in time and effectively. The application of "Guide - Probe - Extension - Test" has inject new vitality into the primary language classroom teaching in primary schools. This teaching method has trained students' consciousness of cooperation and team spirit, so that students will be changed from "want me to learn" to "I want" "Learning", combining individual self-study, cooperative inquiry and teacher guidance, mobilizes the students' learning enthusiasm, excavates the students' learning potential, and makes the students improve together in each other. The "Guide - Probe - Extension - Test" teaching mode broadens the students' learning space and provides them with a relaxed and free language study. The environment improves the students' ability to create thinking. Students have more space in the group to express their views on the problems and get a successful emotional experience in the process of participating in the learning activities. In cooperation and communication, the members of the group are reluctant to cooperate in a tense and orderly manner, both to fully express their ideas, to listen, to analyze, to absorb others. Every member of the group has its own strengths, some are good at expressing, some are good at summing up, some are good at organizing. In such an atmosphere of equality, democracy and harmony, people make up for each other, and lay the foundation for the future more encrypt cooperation and competition. The subject position has aroused the students' enthusiasm for learning, training the students' interest in learning, and exercising the learning ability in the process of learning, and making the students learn to learn. In this way, the classroom teaching is organized. Each student has an equal opportunity to speak, and the group's speeches in the group are unrestrained and are conducive to the discussion and solution of the problems. At the same time, it also increases the opportunity for students to apply the knowledge they have learned. During the group discussion, the team members learn from each other's strengths, carry out mutual assistance, check and evaluate each other, and make students improve their understanding of knowledge at the same time, and improve their understanding of others at the same time. This is the real embodiment of all the students, making their thinking alive and not messy, promoting their lively and active learning. The "Guide - Probe - Extension - Test" teaching model strengthens the students' self-study consciousness. In the primary Chinese class, the students become the master of the study, the passive transformation to the initiative, "I learn" to "I want to learn". To strengthen the consciousness of the subject, for the students who have mastered the new knowledge or new skills very well, they can take themselves as teachers and tutor those other students who are not able to grasp the new knowledge or new skills. In order to speak new knowledge and play the small teacher, the students must be carefully analyzed and combed. In this kind of classroom, every student must use the existing knowledge to find a way to solve the new problem. At this time, the students' thinking is often more active and often has the inspiration. "Guide - Probe - Extension - Test" teaching model In the form of cooperative learning, the form of cooperative learning has formed the all-round and multi-level communication between students and students. It makes students feel that learning is no longer a monotonous and dull thing, but a relaxed and enjoyable communication, which is beneficial to the realization of a balanced development of intellectual and non intellectual factors. Students learn to learn this long-term teaching goal.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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