小学低年级语文体验式作业设计艺术初探

发布时间：2018-09-01 11:44

【摘要】：随着新课程改革的深入,新的课堂教学模式精彩纷呈,然而,与课堂教学紧密相关的作业设计艺术研究却没有得到明显地改善,尤其针对一二年级低段学生的作业设计研究和实践相对较少。《基础教育课程改革纲要》提出,倡导学生主动参与、乐于探究。培养学生分析问题、解决问题的能力。本文在《改革纲要》指导下,结合体验式学习理论,通过文献研究法和行动研究法,分析调查问卷法和经验总结法等研究方法,探索符合低年级体验式学习特征的作业设计途径,对“体验式作业”设计的经典案例进行分析,力图构建一套有效体验式作业设计样式,优化小学低年级语文体验式作业设计。体验式作业符合小学低年级学生身心发展的特点,使作业主体摒弃一味的抄写识记惯性,逐步亲身参与学习活动,为学生创造实际情景或重复曾经经历的情境,从而获取知识。与传统语文作业不同,小学低年级语文体验式作业非常强调尊重学生个体感受的独特性和知识的生成性；体验式作业的创新之处在于在设计中突出了学习主体的实践性。本文重点以小学低年级孩子为研究对象,立足从实际操作案例中总结经验,探究体验式作业设计艺术的原则与实践途径。用艺术化的新理念去理解语文作业设计,为解决实际问题寻找解决途径,从而达到增加学习者的语文知识,增长语文才干的学习目的,并为低龄孩子今后的语文学习打下坚实的基础。全文共四章,前有绪论,后有结语。绪论部分阐述选题背景和研究意义,对国内外研究现状进行综述,并对研究目标和研究方法进行阐述。第一章为“小学低年级语文体验式作业设计概述”。本章界定了“语文体验式作业”的概念,揭示了体验式作业情境性、独特性、活力开放性等特征。本文认为,多元智能理论、体验式学习理论、建构主义理论和语文课程标准理念是体验式作业设计的理论依据；小学低年级语文教师进行体验式语文作业设计,是为了能达到有利于提高学生学习兴趣,减轻学生学业负担,让语文教学链接生活,提高学生语文素养的目标而努力奋斗。第二章针对“小学低年级语文作业设计现状调查问卷”,分析低年级语文作业设计中的主要问题以及原因,论文认为,作业形式单一、答案标准统一、完成方式封闭是当前小学低年级语文作业存在的主要问题,是难以改变的老毛病、通病,导致这种现状的原因有老师、家长对作业功能的片面理解,语文教材练习设计的局限,以及学校对作业的量化检查等原因。第三章分别阐述小学低年级语文体验式作业设计应遵循有效性、知行统一、趣味性等原则,分别阐述生活化体验、思维型体验和个性化体验几个基本类型。第四章重点研究小学低年级语文体验式作业设计实施步骤与途径,通过情境构建,诱发体验；置身体验、唤醒体验；过程自主、完善体验；交流互动、体验升华四个步骤,能呈现或再现教学内容,使学生在亲历过程中理解并建构知识,并达到发展能力、产生情感、生成意义的目的,在亲历过程中学生在发现问题的同时主动探究解决方案,促进了积极情感态度和价值观的形成,最终使学生在体验中掌握知识。结语部分对小学低年级体验式作业设计研究的不足和实践的未来发展进行了展望。
[Abstract]:With the deepening of the new curriculum reform, the new classroom teaching model is brilliant, but the art of homework design research closely related to classroom teaching has not been significantly improved, especially for the first and second grade low-level students homework design research and practice is relatively small. proposed, advocating students to participate actively. Under the guidance of the Reform Program, this paper combines the theory of experiential learning with the methods of literature research and action research, analyzes the methods of questionnaire and experience summary, and explores the ways of homework design which conforms to the characteristics of experiential learning in lower grades. This paper analyzes the classical cases of homework design and tries to construct a set of effective experiential homework design patterns to optimize the Chinese experiential homework design for the junior primary school students.The experiential homework conforms to the characteristics of the physical and mental development of the junior primary school students and makes the subject of homework abandon the inertia of transcription and memorization blindly and gradually participate in the learning activities for the students themselves. Unlike the traditional Chinese homework, the experiential Chinese homework in the lower grade of primary school emphasizes respecting the uniqueness of students'individual feelings and the generation of knowledge. The innovation of the experiential homework is that it emphasizes the practicality of the learner in the design. Taking the lower grade children of primary school as the research object, based on summing up experience from practical operation cases, this paper probes into the principles and practical ways of experiential homework design art. Understanding Chinese homework design with artistic new concepts can help to find solutions to practical problems so as to increase learners'Chinese knowledge and increase their Chinese ability. The introduction part elaborates the background and significance of the topic selection, summarizes the research status at home and abroad, and elaborates the research objectives and research methods. The first chapter is "the Chinese experience homework design for the junior grade in primary school." This chapter defines the concept of "Chinese experiential homework" and reveals the characteristics of experiential homework, such as situational, unique, dynamic and open. Teachers'experiential Chinese homework design is to achieve the goal of improving students' interest in learning, lightening students'academic burden, linking Chinese teaching with life, and improving students' Chinese literacy. Chapter 2 analyzes the design of Chinese homework in lower grades according to the questionnaire on the design of Chinese homework in lower grades of primary schools. The main problems and reasons are that the form of homework is single, the standard of answers is unified, and the way of completion is closed. It is difficult to change the old faults, common faults. The reasons for this situation are teachers, parents'one-sided understanding of the function of homework, the situation of Chinese textbook practice design. Chapter three expounds the principles of effectiveness, unity of knowledge and practice, interesting and so on, and expounds several basic types of life-style experience, thinking-type experience and personalized experience respectively. Chapter four focuses on the study of experience-type work in primary school language. The implementation steps and ways of industrial design can induce experience through the construction of situation; set experience to awaken experience; process autonomy, improve experience; exchange and interaction, experience sublimation four steps, can present or reproduce teaching content, so that students can understand and construct knowledge in the process of personal experience, and achieve the purpose of developing ability, generating emotion and generating meaning. In the process of experiencing, students find problems and explore solutions actively, which promote the formation of positive emotional attitudes and values, and ultimately enable students to master knowledge in the experience.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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