小学语文童话教学中存在的问题及对策研究

发布时间：2018-05-23 15:23

本文选题：小学语文 + 童话教学　；参考：《重庆师范大学》2015年硕士论文

【摘要】：小学语文童话教学是小学语文教育的重要组成部分。本文以童话课程理论、童话教学理论、儿童童话学习心理发展理论、童话的价值理论为理论依据,对小学语文童话教学中存在的问题进行研究。本研究采用文献法,对大量的小学语文童话教学研究的文献资料,进行了整理和分析;采用问卷调查、访谈等方法,调查了小学语文童话教学中存在的问题。研究结果表明小学语文童话教学中存在四大问题,即童话课堂缺乏童话精神、童话教学方式“喧宾夺主”、童话文本优势用之不当、课外童话阅读指导薄弱。小学语文童话教学中存在的问题产生的原因有理论原因和行为原因。理论原因具体为教师自身的童话理论素养积累不够、教师对儿童的童话欣赏能力认识不足、教师对童话教学的特点把握不到位、教师对课外童话阅读的价值不够了解。行为原因具体为童话课堂趣味屈从于应试压力、教师未能主动去研究和发现儿童、教师的童话教学技能有待提高、教师缺乏课外童话阅读指导技能。为有效解决小学语文童话教学中存在的问题,本研究在原因分析的基础上提出两条对策。第一,教师自觉提升相关理论素养,树立正确的童话教学理念。这条对策具体有四点要求,即提升教师童话理论素养,树立正确的童话观;主动研究和发现儿童,树立正确的儿童教育观;理性把握童话教学的特点,树立正确的语文观;深入了解课外童话的价值,树立正确的阅读观。第二,优化小学语文童话课堂教学手段。这条对策也有四点要求,即创造“童话式”课堂、坚持“感性化”教育、用童话文本优势训练语言技能、进行有效的课外童话阅读指导。本研究提出的两条对策,对于改善小学语文童话教学现状,具有一定的借鉴和参考价值。
[Abstract]:Chinese fairy tale teaching in primary school is an important part of Chinese education in primary school. Based on the theory of fairy tale curriculum, the theory of fairy tale teaching, the theory of children's fairy tale learning psychological development and the theory of fairy tale value, this paper studies the problems existing in the teaching of Chinese fairy tale in primary school. This research adopts the literature method, carries on the arrangement and the analysis to the literature material which a lot of primary school Chinese fairy tale teaching research, uses the questionnaire investigation, interviews and so on, has investigated the elementary school Chinese fairy tale teaching existence question. The results show that there are four major problems in the teaching of Chinese fairy tales in primary school, namely, the lack of fairy tale spirit in fairy tale classroom, the method of fairy tale teaching, the improper use of the advantages of fairy tale text, and the weakness of reading guidance after class. There are theoretical and behavioral reasons for the problems in the teaching of Chinese fairy tales in primary school. The theoretical reasons are that teachers' theoretical literacy of fairy tales is not enough, teachers' understanding of children's fairy tale appreciation ability is insufficient, teachers' understanding of the characteristics of fairy tale teaching is not in place, and teachers' understanding of the value of reading fairy tales after class is not enough. The specific reasons for the behavior are that the interest of fairy tale classroom succumbs to the pressure of examination, the teachers fail to study and discover children actively, the teaching skills of fairy tales need to be improved, and the teachers lack the reading guidance skills after class. In order to effectively solve the problems existing in the teaching of Chinese fairy tales in primary schools, this study puts forward two countermeasures on the basis of cause analysis. First, teachers consciously improve the relevant theoretical literacy and establish a correct teaching concept of fairy tales. There are four specific requirements for this countermeasure, that is, to improve the teachers' theoretical literacy of fairy tales, to establish a correct view of fairy tales, to study and discover children actively, to establish a correct view of children's education, to rationally grasp the characteristics of fairy tale teaching, and to set up a correct view of Chinese; Deeply understand the value of extra-curricular fairy tales and establish a correct reading view. Second, optimize the primary school Chinese fairy tale classroom teaching means. This countermeasure also has four requirements: creating "fairy tale" class, insisting on "sensibility" education, training language skills with the advantage of fairy tale text, and carrying on effective reading instruction of fairy tale after class. The two countermeasures put forward in this study have some reference value for improving the present situation of Chinese fairy tale teaching in primary school.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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