小学中高年级“微课题式”语文学习的实践研究

发布时间：2018-05-23 21:05

本文选题：“微课题式” + 语文学习　；参考：《上海师范大学》2015年硕士论文

【摘要】：《义务教育语文课程标准》中把“积极倡导自主、合作、探究的学习方式”作为课程的基本理念之一。而在《上海市中小学语文课程标准》在“课程理念”中也指出要使学生“逐步形成问题意识,培养研究性学习能力”。然而在现实中小学语文教学中,研究性学习能力并没有得到应有的重视,重教轻学、重知识轻能力的现象依然存在,尤其是传统的接受式学习在培养学生的“问题意识、实践能力、开放视野”存在着明显的软肋。“微课题式”语文学习,是笔者借鉴“研究性学习”、“项目学习”、“单元教学法”等理念在实践层面所取得的相关成果,所提出的个人语文教学探索的命题与构想。在相关理论学习的基础上,本文着重从“微课题式”语文学习的内涵和实施层面进行了阐述与探讨。“微课题式”语文学习就是指:基于教学主体间相互理解、信任和平等的立场,有针对性地对某个语文知识技能或语用领域内的问题进行主题探究,并在探究过程中发现新知、解决问题、体验知识(结论)的发生和发展过程的学习活动。对于“微课题式”语文学习的实施,本文分别列举了“知识积累类”、“方法探究类”和“综合实践类”三种基本模式的“微课题”学习活动是如何设计与实施的,并就其实施效果进行了分析与反思。本文旨在探索培养学生自主、合作、探究精神的方法与路径,促使学生掌握研究性学习方法与策略的有效教学形态,为多角度提升学生的语文学习能力和语文素养提供一种思路和一些实践案例。
[Abstract]:In the compulsory Education Chinese Curriculum Standard, one of the basic concepts of the curriculum is to actively advocate the independent, cooperative and inquiring learning style. In the course concept of Shanghai Primary and Middle School Chinese Curriculum Standard, it is also pointed out that students should "gradually form problem consciousness and cultivate the ability of research-oriented learning". However, in the Chinese teaching of primary and secondary schools, the research learning ability has not received the due attention. The phenomenon of emphasizing teaching and learning and attaching importance to knowledge and ability still exists, especially the traditional receptive learning is training students'"problem consciousness". Practice ability, open field of vision "has obvious weakness." The "micro-topic" language learning is the author's proposition and conception of personal Chinese teaching and exploration, which is based on the related achievements of the concepts of "research study", "project learning" and "unit teaching method" and so on. On the basis of relevant theories, this paper expounds and probes into the connotation and implementation of "micro-topic" Chinese learning. "Micro-topic" language learning means that, based on the mutual understanding, trust and equality of the teaching subjects, the subject of a language knowledge, skill or pragmatic field should be explored, and new knowledge will be found in the course of the inquiry. Problem solving, experience knowledge (conclusion) of the occurrence and development of learning activities. For the implementation of "micro-topic" Chinese learning, this paper lists how to design and implement the "micro-subject" learning activities in the three basic modes of "knowledge accumulation", "method inquiry" and "comprehensive practice". And the effect of its implementation is analyzed and reflected. The purpose of this paper is to explore the methods and paths of cultivating students' autonomy, cooperation and exploring spirit, and to promote students to master the effective teaching form of inquiry learning methods and strategies. It provides a way of thinking and some practical cases to improve students' Chinese learning ability and Chinese accomplishment.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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