小学语文“自主学习单”的编写与应用研究

发布时间：2019-03-29 08:31

【摘要】：随着新课改中基于课程标准教学理念的深入推广,用于课前指导学生有效预习、课中进行有效评价的“自主学习单”在小学语文课堂中渐渐实施开来。它作为有效课堂的重要载体和“抓手”,对促进学生实现自主、合作、探究学习,有着积极意义。鉴于中学各学科为提高学生自主学习能力较多采用“导学案”,但其多关注导学功能而忽略评价功能,多注重课前预习而忽略课中指导,于是,为更好地体现课堂多元评价及“目标——过程——评价”的基于课程标准的教学理念,故对“自主学习单”在小学语文教学中的编写与应用进行研究,是以提高课堂效率、促进学生自主、合作、探究学习的有效途径。本论文共包括四个部分。第一部分是绪论部分。首先介绍了选题原因、研究目的与研究意义,接着通过文献梳理,回顾了解国内外学者对于“学习单”的相关研究;最后对本文的主要研究内容、研究方法予以介绍与说明。第二部分是对“自主学习单”内涵的进行阐述。论文将先对“自主学习单”的概念进行界定,并以自主学习、基于课程标准的教学的概念来辅助理解;接着对“自主学习单”的特征与功能进行梳理,对其类型与构成进行表述,从而使“自主学习单”这一概念更加清晰。第三部分将重点介绍“自主学习单”的编写策略。论文将先从“自主学习单”的编写依据与编写原则入手,提炼出规范有效的编写标准来指导教师进行编写,并以此来衡量“自主学习单”的编写质量;随后,论文将对编写方法进行具体细致、分门别类地阐述,并辅之以范例,使“自主学习单”的编写流程、要素构成、类型差异体现得更为直观;最后,研究还将对“自主学习单”编写时容易进入的误区进行梳理,为教师的编写设计提出合理化建议,从而提高编写质量。第四部分将对“自主学习单”在教学中的应用策略进行重点阐述。论文首先聚焦“自主学习单”的三个应用环节,即课前预习环节、课堂学习环节和课后评价环节,并对各环节中的具体做法分别进行阐述。同时,论文还将“自主学习单”的编写误区进行梳理并列举,提出切实可行的应用建议,帮助一线教师在应用时有效避免误区,提供有效性的指导,切实提高“自主学习单”的应用效果。第五部分是对“自主学习单”的反思与展望。这部分将以问卷调查和调查结果分析为研究内容,旨在通过调查来获得师生使用“自主学习单”后的情况反馈,以此回头审视“自主学习单”的在编写与应用过程中是否恰当、有效,总结得失,从而进一步修改完善,使“自主学习单”在教学中切实发挥作用,提高课堂效率,为一线教师培养学生的自主学习能力提供有效性指导。
[Abstract]:With the popularization of the teaching idea based on curriculum standard in the new curriculum reform, the self-study list, which is used to guide students to prepare effectively before class, is gradually implemented in the Chinese classroom of primary school. As an important carrier of effective classroom and "grab hand", it has positive significance to promote students to realize independence, cooperation and inquiry learning. In view of the fact that in order to improve the students' autonomous learning ability, each discipline in the middle school uses the "guiding plan" more often, but it pays more attention to the guiding function but neglects the evaluation function, and pays more attention to the pre-class study while neglects the in-class guidance, so, In order to better reflect the teaching idea of classroom multi-evaluation and "goal-process-evaluation" based on curriculum standards, this paper studies the compilation and application of "self-regulated learning list" in primary school Chinese teaching in order to improve the classroom efficiency. Promote students' autonomy, cooperation, and explore the effective way of learning. This paper consists of four parts. The first part is the introduction. First of all, this paper introduces the reason, purpose and significance of the research, then reviews the domestic and foreign scholars' research on "study list" through literature review, and finally introduces and explains the main research contents and research methods of this paper. The second part is to explain the connotation of "self-regulated learning list". This paper will first define the concept of "autonomous learning list", and use the concept of autonomous learning and teaching based on curriculum standards to assist in understanding; Then the characteristics and functions of "autonomous learning list" are combed, and its type and composition are described, so that the concept of "autonomous learning list" is more clear. The third part will focus on the strategy of "self-regulated learning list". This paper will start with the basis and principle of "autonomous learning list", refine the standard of standardized and effective writing to guide teachers to compile, and measure the compiling quality of "autonomous learning list". Then, the paper will elaborate the writing method in detail and separately, supplemented by examples, so that the compiling process of "self-regulated learning list", the composition of elements, and the type difference are more intuitionistic. Finally, the research will also sort out the mistakes that are easy to enter in the compilation of "self-regulated learning list", and put forward some reasonable suggestions for teachers to write and design, so as to improve the quality of writing. The fourth part will focus on the application strategy of "self-regulated learning list" in teaching. At first, the paper focuses on the three application links of "self-regulated Learning list", namely, pre-class study, classroom learning and after-class evaluation, and expounds the concrete methods in each link. At the same time, the paper also combs and enumerates the mistakes in the preparation of "self-regulated Learning list", and puts forward practical application suggestions to help front-line teachers to effectively avoid misunderstandings and provide effective guidance in the application of "self-regulated Learning list". Improve the application effect of "self-regulated learning list". The fifth part is the reflection and prospect of "self-regulated learning list". This part will take the questionnaire survey and the survey result analysis as the research content, aims to obtain the teacher and student after using the "autonomous learning list" the situation feedback through the survey, so as to review whether the "autonomous learning list" in the process of preparation and application is appropriate. Effective, sum up gains and losses, so as to further modify and perfect, so that "independent learning list" in teaching to play a real role, improve classroom efficiency, for the front-line teachers to cultivate students' autonomous learning ability to provide effective guidance.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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