基于意义学习理论的小学低年级写字教学研究

发布时间：2018-06-06 07:48

本文选题：奥苏贝尔 + 意义学习理论　；参考：《四川师范大学》2017年硕士论文

【摘要】：在小学低年级的语文教学中,识字写字占据着重要位置。小学低年级作为幼小衔接的关键期,渐渐由口头表达转向书面表达,写字是实现这一过渡的重要桥梁。由于教师对小学低年级阶段学生的认知水平和心理发展情况不甚了解,简单灌输式的写字教学课堂上,常常出现学生的学习态度不积极、方法缺失、纠错改错敷衍、汉字书写不整洁不美观等情况。再者,教师方面存在个人素质、课堂设计和活动安排的差别,因此在写字材料的整合上也各有不同。从这些现实问题出发,本文借助奥苏贝尔的意义学习理论,旨在对小学低年级的写字教学从理论上进行新的审视和思考,并尝试在实践中通过组织意义写字材料引导学生在意义学习中同化理解新知识。本文分四章进行论述:第一章绪论重点梳理写字教学研究相关的文献综述和界定核心概念。第二章调查小学低年级写字教学情况,发现问题。带着问题意识对小学低年级写字教学现状先做定量研究,主要采用问卷方式,探究影响学生写字的相关因素。在多课堂的平行观察比较和单独试教课堂的前后观察比较中,再深入写字课堂教学中做具体分析。第三章则主要论述奥苏贝尔意义学习理论的内涵和作为理论工具对本次研究的指导意义所在。在操作层面,意义学习理论对教学提出的两个基本点——整合学习材料和同化学习机制,第四章中论述的写字教学基本策略把两个基本点与试教课堂的教学实际相结合。从写字教学中的材料整合和同化过程两方面入手,解决小学低年级学生课堂写字的实际问题。奥苏贝尔的意义学习理论给本次研究提供了理论支撑,建构了在写字学习理论上的科学认知;同时,把理论中的方法原则和教学实践的具体操作相结合,更好地指导实践,进而为小学低年级课堂写字教学提供意义学习的基本策略。
[Abstract]:In Chinese teaching in the lower grade of primary school, literacy and writing occupy an important position. As the key period of the cohesion between children and children, the lower grade of primary school gradually changes from oral expression to written expression. Writing is an important bridge to realize this transition. Because teachers do not know much about the cognitive level and psychological development of the students in the lower grade of primary school, the students' learning attitude is not active, the method is missing, and the error correction is perfunctory in the simple teaching of writing. The writing of Chinese characters is not neat or beautiful. Furthermore, there are differences in personal qualities, classroom design and activity arrangements for teachers, so there are differences in the integration of writing materials. Starting from these practical problems, this paper aims to make a new theoretical review and reflection on the teaching of writing in the lower grade of primary school with the help of Ausubel's theory of meaningful learning. It also tries to guide students to assimilate and understand new knowledge in meaning learning by organizing meaning writing materials in practice. This paper is divided into four chapters: the first chapter focuses on combing the literature review and defining the core concepts. The second chapter investigates the teaching situation of writing in the lower grade of primary school and finds out the problem. The present situation of writing teaching in the lower grade of primary school is studied quantitatively with the consciousness of question, and the related factors that affect the students' writing are mainly investigated by means of questionnaire. In the parallel observation comparison of multi-classroom and the pre-and post-observation comparison of individual trial teaching, the concrete analysis is made in the teaching of writing. The third chapter mainly discusses the meaning of Ausubel's meaning learning theory and its guiding significance as a theoretical tool. At the operational level, the theory of meaning learning puts forward two basic points for teaching: integration of learning materials and assimilation of learning mechanism. The basic strategies of writing teaching discussed in Chapter 4 combine the two basic points with the teaching practice in the classroom. From the two aspects of material integration and assimilation in the teaching of writing, the practical problems of writing in the classroom for the junior primary school students are solved. Ausubel's theory of meaning learning provides theoretical support for this study, constructs the scientific cognition in the theory of writing learning, at the same time, combines the theory of methods and principles with the concrete operation of teaching practice to better guide the practice. Then it provides the basic strategy of meaningful learning for the teaching of writing in the lower grade of primary school.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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