小学语文参与式教学探索

发布时间：2018-06-04 04:17

本文选题：小学语文 + 参与式教学　；参考：《山东师范大学》2017年硕士论文

【摘要】：随着我国经济和社会的发展,我们的教育不断面临新的挑战。为了能够适应时代的要求,我们对教育进行了一系列改革。2011版的《义务教育语文课程标准》中再一次强调了“学生是学习的主体”的基本理念。可见,让学生以主人翁的身份参与到语文教学活动中来是语文教学改革的必然趋势。只有做到这一点,我们的课堂才能充满思维的活力,充满蓬勃的生命力,整个教学过程才真正变得有意义,有价值。本文就如何调动学生的学习积极性,让更多的学生更有效地参与到教学活动中来,试图从小学语文教学的角度做出一点探索。小学语文参与式教学是针对课堂教学中“教”'学”分离的现状提出的。教师不停地说,学生被动地听,限制了学生能力的发展,造成了语文课堂教学的低效,其原因在于曲解了教师的主导作用,而且忽视了学生的主体地位,学生并没有真正参与进课堂教学中,他们只是知识的被动接受者,是教师的倾听者。要解决这个问题,就必须调动学生的主观能动性,增强学生的学习欲望,激励学生主动参与到教学活动中。因此,对小学语文参与式教学进行探索,符合新课改的基本精神,更符合学生发展的需求。本文从小学语文参与式教学的内涵入手,结合相关理论知识,融合教学实践中的积累与思考,提炼出主体性、民主性、交互性和开放性四个特点,明确了平等参与和共同合作、尊重差异和形式多样、调动经验和建构新知、关注过程和促进发展四个实施原则,采用了培养学生主体意识、科学选择教学内容、加强教学活动开放性的操作策略,并在此基础上对教学评价的导向作用、有效性及具体方法进行了分析。文中的具体案例形成对观点的支撑,充分说明小学语文参与式教学实现了教师与学生角色的转变,充分尊重了学生的主体体验。它提倡教师与学生、学生与学生以及学生与文本之间的多方交互对话,力求在空间上给予学生更大的自由,使学生在学习中真正能够动脑、动口、动手,调动多种感官,促使学生形成思维的碰撞,情感的共鸣,实现语文能力的提升。其评价也关注学生的参与,将多种评价方式相结合,多用激励性评价,使学生在学习中体验到成功的乐趣,从而激发学习的热情,调动学习的动力。引导学生参与到评价中来,实现自评与师生、生生的互评相结合,使学生更完整地参与整个教学过程,并在评价中实现自我完善和自我发展。总而言之,小学语文参与式教学符合教育的发展规律,符合学生身心发展的特点,它将“教”与“学”的过程有效整合,整体推进。随着研究和实践的深入,它将能够在更大程度上启迪学生的思维,发展学生的能力,提升学生的语文素养。
[Abstract]:With the development of our economy and society, our education is facing new challenges. In order to adapt to the requirements of the times, we have carried out a series of reforms on education. 2011 edition of the "compulsory Education Chinese Curriculum Standards" again stressed the "students are the main body of learning" basic concept. Therefore, it is the inevitable trend of Chinese teaching reform to let students participate in Chinese teaching activities as masters. Only by doing this can our classroom be filled with vitality of thinking and vitality, and the whole teaching process becomes meaningful and valuable. This paper tries to explore how to arouse students' enthusiasm in learning and let more students participate in teaching activities more effectively, and try to make a little exploration from the perspective of Chinese teaching in primary schools. Chinese participatory teaching in primary school is aimed at the separation of teaching and learning in classroom teaching. Teachers keep on saying that students' passive listening limits the development of students' ability and causes the inefficiency of Chinese classroom teaching. The reason lies in the misinterpretation of the leading role of teachers and the neglect of students' main position. Students are not really involved in classroom teaching. They are only passive recipients of knowledge and teachers' listeners. In order to solve this problem, we must mobilize students' subjective initiative, strengthen students' desire to learn, and encourage students to participate in teaching activities actively. Therefore, the exploration of Chinese participatory teaching in primary school accords with the basic spirit of the new curriculum reform and the needs of students' development. This paper begins with the connotation of Chinese participatory teaching in primary school, combines the relevant theoretical knowledge, integrates the accumulation and thinking in teaching practice, abstracts the four characteristics of subjectivity, democracy, interactivity and openness, and clarifies the equal participation and common cooperation. Respecting the differences and various forms, mobilizing experience and constructing new knowledge, paying attention to the process and promoting the development of the four implementing principles, adopting the operational strategy of cultivating students' subjective consciousness, scientifically choosing teaching content, and strengthening the openness of teaching activities. On this basis, the guiding role, effectiveness and specific methods of teaching evaluation are analyzed. The concrete cases in this paper support the viewpoint, which fully shows that the participatory teaching of primary school Chinese realizes the transformation of teachers' and students' roles, and fully respects the students' subjective experience. It advocates interactive dialogue between teachers and students, between students and students, and between students and texts. It seeks to give students greater freedom in space so that they can really use their brains, mouth, hands, and various senses in their study. Promote students to form the collision of thinking, emotional resonance, to achieve the improvement of language skills. Its evaluation also pays attention to the participation of students, combines various evaluation methods, and makes students experience the fun of success in their study, thus arousing the enthusiasm of learning and mobilizing the motivation of learning. To guide students to participate in the evaluation, to realize the combination of self-evaluation and teacher-student evaluation, to make students participate in the whole teaching process more completely, and to realize self-improvement and self-development in evaluation. In a word, the participatory teaching of Chinese in primary school accords with the law of the development of education and the characteristics of students' physical and mental development. It integrates effectively the process of "teaching" and "learning" and promotes the whole process. With the deepening of research and practice, it can enlighten students' thinking, develop students' ability and improve students' Chinese literacy to a greater extent.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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