小学语文生态课堂构建策略研究
发布时间：2018-11-03 19:51
【摘要】：教育实施的主阵地是课堂,教育生态学研究的一个重要课题是生态课堂。作为义务教育阶段中最基础的课程,长期以来,小学语文教师一直在追求理想的课堂形态,从而推进小学语文学科的有效发展。因此,在教育生态学研究的微观领域中,对小学语文生态课堂的研究也就随之成为了一种必然。小学语文生态课堂就是把生态学的相关思想运用到小学语文课堂中,它的构建一方面重视人的个体价值,让学生在语文学习过程中体验和感受人文情怀,丰富学生的语言积累,从而提高学生的审美情趣提高、培养学生的道德情操,另一方面能使教师自身的教学观念得到不断更新,从而促进教师专业技能的提升和教学素养的发展,最终实现师生共同发展。本研究正是在此基础上展开的,首先简述了问题的提出、研究综述、研究意义、主要研究思路、研究方法及研究重难点、创新点等。结合生态学的相关理念,对本文的核心概念进行了界定,阐述了生态课堂基本特征,结合生态课堂的基本特征和小学语文学科的特点,阐述了小学语文生态课堂的基本特征,最后阐述生态课堂的理论基础。接着对小学语文课堂生态现状进行了考察,主要采用问卷调查、课堂观察、案例分析等方法对当前的小学语文课堂进行了分析,发现当前的小学语文课堂存在着课堂环境失衡、人际关系和谐度偏低、教学目标被简化成单一的知识、教学内容以教材为中心、教学方法以填鸭式为主、教学评价单一等非生态问题。为了使本研究具有理论性,将生态与课堂更完美地结合起来,笔者运用生态学的相关理论对当前小学语文课堂出现的这些问题进行剖析。通过分析发现,当前小学语文课堂忽视耐度定律、忽视生态位原理、忽视多样性原理、局限于“花盆效应”,从而导致了非生态问题的出现。基于对问题原因的研究分析,本文分层提出了构建小学语文生态课堂的策略。一是要打破“花盆效应”,一方面教师要树立生态课堂理念,另一方面学生要增强自己的主体意识;二是要遵从耐度定律,创建和谐平衡的物理环境,这就需要加大教育投入,改变教室规模,改变学生的座位编排方式;三是要遵从生态位原理,营造宽松愉悦的精神环境,一方面要建立平等的师生关系,一方面要建立和谐的生生关系;四是要遵从多样性原理,促进小学语文生态课堂的稳定。这就要求教师要设计综合平衡的三维教学目标、增强教学内容的开放性、采用灵活多变的教学方法以及建立多元的课堂教学评价体系。
[Abstract]:The main position of educational implementation is classroom, and an important subject of educational ecology research is ecological classroom. As the most basic curriculum in the compulsory education stage, the primary school Chinese teachers have been pursuing the ideal classroom form for a long time, thus promoting the effective development of the primary school Chinese subject. Therefore, in the micro field of educational ecology, the study of Chinese ecological classroom in primary school becomes inevitable. The ecological classroom of primary school Chinese is to apply the related thought of ecology to the Chinese classroom of primary school. On the one hand, it pays attention to the individual value of people, makes students experience and feel humanistic feelings in the process of Chinese learning, and enriches students' language accumulation. On the other hand, the teachers' own teaching concept can be constantly updated, thus promoting the teachers' professional skills and the development of teaching literacy, so as to improve the students' aesthetic taste, cultivate students' moral sentiment, on the other hand, make the teachers' own teaching concepts constantly renew, thus promoting the teachers' professional skills and the development of their teaching literacy. Finally, the common development of teachers and students is realized. This research is carried out on this basis. Firstly, the paper briefly introduces the problems raised, the research summary, the research significance, the main research ideas, the research methods and the research difficulties, the innovation points and so on. Combined with the relevant concepts of ecology, this paper defines the core concepts of this paper, expounds the basic characteristics of ecological classroom, combined with the basic characteristics of ecological classroom and the characteristics of Chinese subject in primary school, and expounds the basic characteristics of ecological classroom of primary school Chinese. Finally, the theoretical basis of ecological classroom is expounded. Then, the ecological status of primary school Chinese classroom is investigated, mainly using questionnaire, classroom observation, case analysis and other methods to analyze the current primary school Chinese classroom, found that the current primary school Chinese classroom is out of balance. The degree of interpersonal harmony is on the low side, the teaching goal is simplified into a single knowledge, the teaching content is centered on teaching materials, the teaching method is mainly spoon-feeding, the teaching evaluation is single and other non-ecological problems. In order to make this study theoretical and combine ecology with classroom perfectly, the author analyzes these problems in primary school Chinese classroom by using the theory of ecology. Through the analysis, it is found that the present primary school Chinese classroom neglects the tolerance law, the niche principle and the diversity principle, which is limited to the "flowerpot effect", which leads to the emergence of non-ecological problems. Based on the research and analysis of the causes of the problem, this paper puts forward the strategy of constructing Chinese ecological classroom in primary school. One is to break the "flowerpot effect", on the one hand, teachers should set up the concept of ecological classroom, on the other hand, students should enhance their subjective consciousness; The second is to abide by the law of tolerance, create a harmonious and balanced physical environment, which needs to increase educational input, change the size of the classroom, and change the seating arrangement of students; The third is to comply with the principle of niche, create a relaxed and pleasant spiritual environment, on the one hand, to establish an equal teacher-student relationship, on the other hand, to establish a harmonious relationship between students and students; fourth, to comply with the principle of diversity to promote the stability of the ecological classroom of primary school Chinese. This requires teachers to design comprehensive and balanced three-dimensional teaching objectives, to enhance the openness of teaching content, to adopt flexible teaching methods and to establish a pluralistic evaluation system of classroom teaching.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2
本文编号：2308830
[Abstract]:The main position of educational implementation is classroom, and an important subject of educational ecology research is ecological classroom. As the most basic curriculum in the compulsory education stage, the primary school Chinese teachers have been pursuing the ideal classroom form for a long time, thus promoting the effective development of the primary school Chinese subject. Therefore, in the micro field of educational ecology, the study of Chinese ecological classroom in primary school becomes inevitable. The ecological classroom of primary school Chinese is to apply the related thought of ecology to the Chinese classroom of primary school. On the one hand, it pays attention to the individual value of people, makes students experience and feel humanistic feelings in the process of Chinese learning, and enriches students' language accumulation. On the other hand, the teachers' own teaching concept can be constantly updated, thus promoting the teachers' professional skills and the development of teaching literacy, so as to improve the students' aesthetic taste, cultivate students' moral sentiment, on the other hand, make the teachers' own teaching concepts constantly renew, thus promoting the teachers' professional skills and the development of their teaching literacy. Finally, the common development of teachers and students is realized. This research is carried out on this basis. Firstly, the paper briefly introduces the problems raised, the research summary, the research significance, the main research ideas, the research methods and the research difficulties, the innovation points and so on. Combined with the relevant concepts of ecology, this paper defines the core concepts of this paper, expounds the basic characteristics of ecological classroom, combined with the basic characteristics of ecological classroom and the characteristics of Chinese subject in primary school, and expounds the basic characteristics of ecological classroom of primary school Chinese. Finally, the theoretical basis of ecological classroom is expounded. Then, the ecological status of primary school Chinese classroom is investigated, mainly using questionnaire, classroom observation, case analysis and other methods to analyze the current primary school Chinese classroom, found that the current primary school Chinese classroom is out of balance. The degree of interpersonal harmony is on the low side, the teaching goal is simplified into a single knowledge, the teaching content is centered on teaching materials, the teaching method is mainly spoon-feeding, the teaching evaluation is single and other non-ecological problems. In order to make this study theoretical and combine ecology with classroom perfectly, the author analyzes these problems in primary school Chinese classroom by using the theory of ecology. Through the analysis, it is found that the present primary school Chinese classroom neglects the tolerance law, the niche principle and the diversity principle, which is limited to the "flowerpot effect", which leads to the emergence of non-ecological problems. Based on the research and analysis of the causes of the problem, this paper puts forward the strategy of constructing Chinese ecological classroom in primary school. One is to break the "flowerpot effect", on the one hand, teachers should set up the concept of ecological classroom, on the other hand, students should enhance their subjective consciousness; The second is to abide by the law of tolerance, create a harmonious and balanced physical environment, which needs to increase educational input, change the size of the classroom, and change the seating arrangement of students; The third is to comply with the principle of niche, create a relaxed and pleasant spiritual environment, on the one hand, to establish an equal teacher-student relationship, on the other hand, to establish a harmonious relationship between students and students; fourth, to comply with the principle of diversity to promote the stability of the ecological classroom of primary school Chinese. This requires teachers to design comprehensive and balanced three-dimensional teaching objectives, to enhance the openness of teaching content, to adopt flexible teaching methods and to establish a pluralistic evaluation system of classroom teaching.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2
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