基于布卢姆教育目标分类学的小学识字教学设计及其微型实验研究

发布时间：2018-09-09 19:48

【摘要】：识字教学是语文学习的起点。近15年,围绕小学识字教学进行的研究取得了许多突出的成果,主要包括:小学识字教材用字和教材文本的研究;教学方法、理论技术和现状的调查研究;教学理念的探讨;教材的建设及研究;教学策略、模式与方法研究;评价管理体系研究等方面。但迄今为止,小学识字教学究竟该怎么教学,仍是一个备受争议的话题。本研究以布卢姆的教育目标分类学理论以及汉字构形学原理为依据,以苏教版小学二年级上册《识字8》为课例的教学设计,以海口市一所普通小学二年级两个平行班学生作为实验对象,进行微型实验研究,将传统的“复习巩固-导入-讲授新知-巩固练习-布置作业-小结”结构,转换为布卢姆“目标-活动-测评”连锁式课堂结构,重点突出教学准备阶段的目标设定,通过对其教常态教学方案和教学过程的观察指出其存在的问题并提出问题解决的专业化途径。实验表明,运用布卢姆教育目标分类理论设计识字教学目标,具有一定的操作性,将之运用于识字教学设计、开展识字教学,能够有效解答“识字教学教学什么”(即知识类型)、“识字教学应达到怎样的目标”(即认知水平)这两个基本问题,能够在一定程度上实现对传统识字教学设计的重构,达成对识字教学的专业化、系统化和结构化的系统安排,对提高学生的识字效果具有一定促进作用。
[Abstract]:Literacy teaching is the starting point of Chinese learning. In the past 15 years, many outstanding achievements have been made in the study of literacy teaching in primary schools, including: the study of characters and texts in primary school literacy teaching materials; the investigation and study of teaching methods, theoretical techniques and current situation; the discussion of teaching concepts; Teaching materials construction and research; teaching strategies, models and methods research; evaluation management system research. So far, however, how to teach literacy in primary schools is still a controversial topic. Based on Bloom's taxonomy theory of educational objectives and the principle of Chinese character configuration, the teaching design of "Literacy 8" in the first grade of the second grade of Su Jiao edition is taken as an example. Taking the students of two parallel classes in the second grade of an ordinary primary school in Haikou as the experimental object, the microscale experimental study was carried out, and the traditional structure of "review, consolidation, introduction, teaching, new knowledge, consolidation practice, arrangement of homework and summary" was carried out. It is transformed into the "goal-activity-evaluation" chain classroom structure of Bloom, with emphasis on the goal setting in the teaching preparation stage. Through the observation of its normal teaching plan and teaching process, this paper points out its existing problems and puts forward the specialized ways to solve the problems. The experiment shows that using Bloom's classification theory of educational objectives to design literacy teaching objectives has certain maneuverability, which can be applied to the design of literacy teaching and the development of literacy teaching. It can effectively answer the two basic questions of "what kind of literacy teaching" (that is, the type of knowledge) and "what kind of goal should be achieved in the teaching of literacy" (that is, the level of cognition), and to a certain extent can realize the reconstruction of the design of traditional literacy teaching. To achieve the professional, systematic and structured arrangement of literacy teaching is helpful to improve the students' literacy effect.
【学位授予单位】：海南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.22

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