小学三年级语文阅读教学中信息技术支撑的情境设计研究

发布时间：2018-06-24 04:24

本文选题：小学三年级语文阅读教学 + 信息技术　；参考：《内蒙古师范大学》2017年硕士论文

【摘要】：随着小学语文阅读教学改革的发展与深入,信息技术以其独有的优势,逐渐与阅读教学深度融合。在阅读教学中运用信息技术创设情境任务,提供丰富的情境资源,有助于激发学生阅读兴趣和动机,为学生思维发展提供支架,有利于提高学生的语言表达能力。本研究以课程标准为指导,通过对小学三年级语文阅读课进行了系统的教学设计,包括学习需求分析、学生发展现状分析、习作内容分析、学习资源设计、课堂教学过程的设计等。并围绕小学三年级语文阅读教学中信息技术支撑的情境设计是否能提高学生的阅读与写作能力展开实验研究。结果表明:信息技术能提升小学生的阅读兴趣和阅读能力,进而提高写作能力。文章共由六部分组成。第一部分是本文的绪论,主要从问题的提出、研究的目的和意义、研究内容、研究思路与方法和创新之处这五个方面概述了小学语文阅读教学中信息技术支撑的情境设计研究这一课题研究的基本内容。第二部分,文献综述。介绍了情境教育理论,“情境设计”类型和途径,概念的界定,国内外文献综述,从而为本文的写作奠定了坚实的理论基础和指导。第三部分,论述了通过问卷调查进行学习需求分析之后,在相关理论的指导下本研究按照教学设计的流程和要素,以《富饶的西沙群岛》为例进行了详细的教学设计,特别强调了信息技术环境下的情境设计的模式。第四部分,主要论述了实验研究的过程,包括实验对象、实验假设、实验过程和实验效果分析,结果显示:对学生而言,阅读教学中充分运用信息技术进行情境设计是可以提高学生的阅读和写作能力,进而影响语文成绩。第五部分,结论部分,信息技术支持的情境创设可以提高小学生语文学习的兴趣,可以直接提高小学生阅读的速度,对于学生阅读和习作能力的提高是个渐进的过程。第六部分,研究的不足与展望,信息技术支撑下在小学三年级语文阅读教学中恰当合理地运用情境设计,不仅能吸引学生关注文本,从文本中体会情感,而且也可使学生的思想情感得到升华和共鸣,使之成为活的阅读。
[Abstract]:With the development and deepening of the reform of Chinese reading teaching in primary school, information technology, with its unique advantages, gradually integrates with the teaching of reading. The use of information technology to create situational tasks in reading teaching provides abundant situational resources, which is helpful to stimulate students' reading interest and motivation, to provide scaffolds for students' thinking development, and to improve students' language expression ability. Under the guidance of curriculum standard, this study has carried on the systematic teaching design to the Chinese reading course of the third grade of primary school, including the analysis of the learning demand, the analysis of the current situation of the students' development, the analysis of the content of the exercises, the design of the learning resources. The design of classroom teaching process. An experimental study is carried out on whether the situation design supported by information technology can improve the students' reading and writing ability in the third grade Chinese reading teaching in primary school. The results show that information technology can improve students' reading interest and reading ability, and then improve their writing ability. The article consists of six parts. The first part is the introduction of this paper, mainly from the problem raised, the purpose and significance of the study, research content, This paper summarizes the basic contents of the research on the situation design supported by information technology in Chinese reading teaching in primary school. The second part, literature review. This paper introduces the theory of situational education, the types and approaches of "situational design", the definition of concept, and the literature review at home and abroad, thus laying a solid theoretical foundation and guidance for the writing of this paper. The third part discusses the detailed teaching design according to the process and elements of the teaching design under the guidance of the relevant theories after the analysis of the learning needs through the questionnaire survey, taking "the rich Xisha Islands" as an example. Special emphasis is placed on the model of situational design in the context of information technology. The fourth part mainly discusses the process of experimental research, including experimental object, experimental hypothesis, experimental process and experimental effect analysis. The results show that: for students, The full use of information technology in situational design in reading teaching can improve students' reading and writing ability, and then affect their Chinese achievements. The fifth part, the conclusion part, the information technology support situation creation may enhance the primary school student's Chinese study interest, may directly enhances the elementary school student's reading speed, for the student reading and the exercise ability enhancement is a gradual process. In the sixth part, the deficiency and prospect of the research, the proper and reasonable use of situational design in the third grade Chinese reading teaching under the support of information technology, can not only attract students to pay attention to the text, but also understand the emotion from the text. It also makes students' thoughts and feelings sublimate and resonate, making them live reading.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.23;G434

【参考文献】