小学中年级作文序列化教学问题及对策研究

发布时间：2018-06-21 07:07

本文选题：小学中年级 + 作文序列化教学　；参考：《重庆师范大学》2017年硕士论文

【摘要】：作文序列化教学是遵循作文教学的内部规律,使作文教学走向科学化和有序化的必然选择。我国2011年颁布的语文《义务教育课程标准》为小学阶段划分了三个年段的写作课程目标、内容和教学重点,体现了小学作文课程的整体性、阶段性和序列化。小学中年级为“习作”的起始阶段,具有承上启下的关键作用,因此,对中年级作文序列化教学展开研究,具有理论和实践双重意义。本研究以布鲁姆教育目标分类理论、建构主义教学理论、写作的双重转化律为理论依据,在梳理国内有关小学中年级作文序列化教学研究文献的基础上,通过学生问卷、教师问卷,结合课堂观察记录表等多种方式进行调查。调查主要涉及学生习作情感、习作认知、习作能力;教师作文序列化教学学段间的衔接情况、作文序列化教学的重点、作文序列化教学中的困难、作文序列化教学的必要性等方面。分析了小学中年级学生习作和教师作文序列化教学现状,探讨了教学存在的问题及原因,最后给出了建构小学中年级作文序列化教学的实施原则和策略。本研究的主要结论:1.小学中年级序列化教学中存在四大问题:教师序列化教学认识与实践的失衡、作文课堂教学趣味性和有效性的失衡、作文序列化教学的整体性和阶段性的失衡、学生习作心理需求与教师习作序列化教学内容的失衡。2.造成中年级作文序列化教学问题的主要原因有:新课标教学目标操作性的模糊,习作教学内容缺乏有序依托,教师写作素养中教学理论素养的缺失,教师忽视中年级作文教学的特殊性和有序性。3.基于以上分析和讨论,提出小学中年级作文序列化教学的实施策略:细化习作目标,把握教学认识与实践的平衡点;契合心智特点,把握学生心理需求与教学内容的平衡点;遵循年段规律,把握整体性和阶段性的平衡点;教学内容多元,把握趣味性与有效性的平衡点。
[Abstract]:Composition serialization teaching is an inevitable choice to follow the internal law of composition teaching and make composition teaching scientific and orderly. The Chinese compulsory Education Curriculum Standard issued by China in 2011 divides the writing curriculum objectives, contents and teaching emphases of three years for the primary school stage, which embodies the integrity, stage and serialization of the composition curriculum in primary schools. The middle grade of primary school is the initial stage of "exercises", which plays a key role in connecting the past with the following. Therefore, it is of both theoretical and practical significance to study the teaching of composition serialization in the middle grade. On the basis of Bloom's classification theory of educational objectives, constructivism teaching theory and the dual transformation law of writing, this study is based on combing the literature about the serialization teaching of composition in primary school, and then through the student questionnaire. Teachers questionnaire, combined with classroom observation form and other ways to investigate. The investigation mainly involves the students' emotion, cognition and ability of composition serialization, the connection between the learning paragraphs of the teacher's composition serialization teaching, the key points of the composition serialization teaching, and the difficulties in the composition serialization teaching. The necessity of teaching composition serialization. This paper analyzes on the present situation of the teaching of students' exercises and teachers' composition serialization in the middle grade of primary school, probes into the existing problems and causes of the teaching, and finally gives the implementation principles and strategies of constructing the teaching of serialization of composition in the middle grade of primary schools. The main conclusion of this study is: 1. There are four major problems in serialization teaching in primary school: the imbalance between teachers' knowledge and practice in serialization teaching, the imbalance between the interest and effectiveness of composition classroom teaching, and the imbalance between the integrity and stage of composition serialization teaching. The imbalance between the psychological needs of students' exercises and the teaching contents of serialization of teacher's works. 2. The main reasons for the serialization of composition teaching in middle grade are: the ambiguity of the teaching objective of the new curriculum standard, the lack of orderly reliance on the teaching content of the exercises, the lack of the teaching theory literacy in the teachers' writing literacy, Teachers ignore the particularity and orderliness of middle grade composition teaching. Based on the above analysis and discussion, this paper puts forward the implementation strategies of composition serialization teaching in the middle and middle grade of primary school: refine the goal of the exercises, grasp the balance point between teaching cognition and practice, accord with the mental characteristics, and grasp the balance point between students' psychological needs and teaching contents; Follow the rule of age, grasp the balance point of integrity and stage, and the balance point of interest and effectiveness.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.24

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