人教版小学低年级童话教学研究

发布时间：2019-05-24 22:25

【摘要】：童话教学在小学低年级语文教学中有非常重要的地位。2011年《义务教育语文课程标准》中明确指出:一、二年级应阅读浅近的童话、寓言、故事,向往美好的情境,关心自然和生命,对感兴趣的人物和事件有自己的感受和想法,并乐于与人交流。虽然人教版低年级语文教材中童话约占课文总数的四分之一,但由于多种原因童话教学中有许多问题亟待解决。因此,论文从人教版低年级语文教材的研究出发,针对童话教学中存在的问题,提出了一些思考和建议。论文主要依据小学语文课程标准,结合小学生的认知特点,通过调查童话教学现状,分析童话教学存在的主要问题。针对存在问题,论文结合相关理论对童话教学提出如下建议:第一,加强相关童话理论学习,提高童话教学能力;第二,把握学生童话阅读心理,尊重个性化阅读;第三,注重在童话学习中培养学生审美和创造能力;第四,根据文本及学生特点组织教学,如通过游戏形式进行童话教学、采用多媒体教学形式进行童话教学、采用情景表演形式进行教学等等;第五,有效推荐和引导童话课外阅读。即根据童话的种类,正确引导童话阅读,鼓励学生阅读童话原著,提升阅读趣味性,增强阅读吸引力。笔者期待通过此研究,为童话教学的发展提供一些借鉴和参考。
[Abstract]:Fairy tale teaching plays a very important role in the Chinese teaching of the lower grade of primary school. In 2011, the Chinese Curriculum Standard of compulsory Education clearly pointed out that the first and second grades should read the fairy tales, fables, stories and yearning for beautiful situations. Care about nature and life, have their own feelings and ideas about interested people and events, and are willing to communicate with others. Although fairy tales account for about 1/4 of the total text in the lower grade Chinese textbooks, there are many problems to be solved in fairy tale teaching for many reasons. Therefore, starting from the research of the lower grade Chinese teaching materials of the people's Education Edition, this paper puts forward some thoughts and suggestions in view of the problems existing in the fairy tale teaching. According to the Chinese curriculum standard of primary school and the cognitive characteristics of primary school students, this paper analyzes the main problems of fairy tale teaching by investigating the present situation of fairy tale teaching. In view of the existing problems, this paper puts forward the following suggestions for fairy tale teaching combined with the relevant theories: first, strengthen the study of relevant fairy tale theory and improve the ability of fairy tale teaching; second, grasp the students' fairy tale reading psychology and respect personalized reading; Third, pay attention to the cultivation of students' aesthetic and creative ability in fairy tale learning; Fourth, according to the text and the characteristics of students to organize teaching, such as through the form of games for fairy tale teaching, the use of multimedia teaching form for fairy tale teaching, the use of situational performance form for teaching and so on; Fifth, effectively recommend and guide fairy tale extracurricular reading. That is, according to the types of fairy tales, correctly guide fairy tale reading, encourage students to read the original fairy tales, improve the interest of reading, enhance the attractiveness of reading. The author looks forward to providing some reference and reference for the development of fairy tale teaching through this research.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2

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