小学美术课程分层教学设计与实践研究

发布时间：2018-06-09 13:26

本文选题：小学美术教育 + 分层教学　；参考：《河南师范大学》2015年硕士论文

【摘要】：自我国开始提出实行素质教育以来,美术教育,作为素质教育中不可缺少的一部分也改变了以往所处的尴尬地位逐渐受到了大家的重视,然而作为素质教育的主要阵地,课堂效率的高低,对素质教育的实施效果有着直接影响。长久以来,小学美术教育都以传统的大班授课制进行教学,老师从备课—授课—作业—评价整个教学过程,均采取“一刀切”的方法组织教学活动,在具体的课堂教学中没有充分考虑到学生之间存在的个体差异,这种教学弊端与新课程改革所提出的教学要注重学生全面发展,使每个学生都能得到较好发展的教育新理念相矛盾。由于传统美术教育中所出现的问题,以及合理贯彻课程改革提出的新理念,想到借用“分层教学”这种教学模式用于小学美术教育中。所谓的小学美术分层教学,指的就是美术老师在尊重学生主体意志的前提条件下,根据学生在一定阶段内对美术基础知识的掌握情况、兴趣爱好、在美术方面潜在能力的大小、自身对于美术需求情况的差异性,对所用教材进行分层次备课,依据不同层次的学生差异制定不同层次的教学目标,组织不同的课堂环节、设计有差别的美术作业以及以个人为参照的学生评价体系,是一种教学新形式。笔者通过对分层教学的相关概念进行分析,文章从美术教育发展的角度、原有教育观念缺失和重新认识课堂的角度、以及实行素质教育需要的角度来对小学美术教学过程中实行分层教学的必要性进行分析,然后又从小学美术分层教学能够推进美术课堂教学进程的顺利开展以及助于实现美术课堂教学进程和效果预期的角度分析了小学美术实行分层教学的可能性。接着笔者又根据选取学校美术教学的实际情况把该校二年级五班的全体学生作为此次的研究对象,研究过程中通过观察、访谈等多种研究方法相结合对该班学生美术知识技能水平、兴趣爱好、潜在能力状况有了一定的了解,最终采用行动研究的方法来探究小学美术的分层教学策略。通过在小学美术课程进行分层教学实验,学生的学习态度、对美术学习的兴趣、美术能力都有明显提高。但在实验实施过程中仍然存在着许多问题,还需要在以后的教学实践中不断进行完善。全文分为四个部分:一、小学美术分层教学的必要性与可行性分析;二、小学美术课程分层教学设计实践;三、小学美术课程分层教学实践结果分析与反思;四、小学美术课程分层教学实践案例。
[Abstract]:Since our country began to put forward the implementation of quality education, art education, as an indispensable part of quality education, has also changed the embarrassing position in the past gradually paid attention to, however, as the main position of quality education, Classroom efficiency has a direct impact on the implementation of quality education. For a long time, art education in primary schools has been taught by the traditional large-class teaching system. Teachers have adopted a "one-size-fits-all" approach to organize teaching activities from the perspective of preparing lessons, lecturing, homework and evaluating the whole teaching process. In the specific classroom teaching, the individual differences among students are not fully taken into account. This kind of teaching malpractice and the teaching proposed by the new curriculum reform should pay attention to the all-round development of students. The new concept of education, which enables each student to develop better, contradicts each other. Because of the problems in the traditional art education and the reasonable implementation of the new idea put forward by the curriculum reform, we think of using the teaching mode of "stratified teaching" to be used in the art education of primary school. The so-called stratified teaching of art in primary schools refers to the extent of the art teachers' potential ability in fine arts according to the students' mastery of the basic knowledge of art, their interests and hobbies, and their potential ability in fine arts, on the premise of respecting the will of the students. According to the difference of the art demand, the teaching materials are prepared in different levels, and the teaching objectives of different levels are formulated according to the differences of students at different levels, and different classroom links are organized. It is a new form of teaching to design different art assignments and student evaluation system with individual reference. Through the analysis of the related concepts of stratified teaching, the article from the perspective of the development of art education, the lack of the original educational concept and the perspective of re-understanding the classroom, And the necessity of implementing stratified teaching in the process of art teaching in primary schools is analyzed from the perspective of the needs of quality education. Then it analyzes the possibility of implementing stratified teaching in primary school art from the angle that it can promote the smooth development of art classroom teaching process and help to realize the art classroom teaching process and effect expectation. Then, according to the actual situation of art teaching in the school, the author takes all the students of Class 5, Grade two, as the object of this study, and through observation in the course of the research, Interviews and other research methods combined with the class of art knowledge and skills level, interest and hobbies, potential ability to have a certain understanding of the situation, finally using the action research method to explore the primary school art teaching strategy. Through the stratified teaching experiment in the art course of primary school, the students' learning attitude, interest in art learning and fine arts ability are obviously improved. However, there are still many problems in the implementation of the experiment, which need to be perfected in the teaching practice in the future. The full text is divided into four parts: first, the necessity and feasibility analysis of primary school art layered teaching; second, primary art curriculum teaching design practice; third, primary school art curriculum layered teaching practice analysis and reflection; fourth, Primary school art curriculum stratified teaching practice cases.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.75

【相似文献】