小学中段学生体验式习作教学研究
发布时间：2019-06-07 16:19
【摘要】：小学习作教学是奠定学生写作能力的关键阶段,而小学中段对孩子而言是习作学习的起点,必须在这一阶段打牢基础。当前针对小学中段习作教学的研究成果颇丰,但是整体上还是存在一定的不足,中段学生习作教学的效果并不理想。本研究将针对小学中段习作学习中存在的问题,特别是习作失真现象展开细致的分析与研究,提出当前小学中段习作失真的问题与原因,并针对这些原因提出体验式习作教学的对策和建议,希望能够寻求有效的教学策略,提高中段学生的习作能力。全文共分为以下五个部分:第一部分对本文研究背景、目的及意义进行深入阐释,并对相关文献进行综述;第二部分对概念进行界定。对本文研究的核心概念进行界定,具体分析失真及体验式教学两个重点概念,特别是关于“失真”的判断标准、原则等方面要素进行深入分析;第三部分对小学中段学生体验式习作教学案例及分析。基于体验式教学理论设计习作教学流程,并且让学生进行写作,判断学生写作结果是否存在失真的现象;第四部分对小学中段学生习作失真现象的调查及归因分析。通过访谈法等方法具体分析当前小学中段学生习作失真的现状及成因;第五部分针对上文案例调查及访谈调查结果,提出具有针对性的教学策略,转变当前中段学生习作失真的问题。论文通过引入体验式教学的概念,并结合当下小学中段语文习作的现状,对体验式习作教学进行研究,本文选择A小学两个班级的学生为研究主题,通过观察、调查、访谈的方式对其体验式教学成果进行了解,并对得出的结果进行分析讨论,从而找出小学生习作失真的根源,主要受三个因素的影响,其一,教育体制的约束,让习作掺杂了太多的功利性。其二,学校老师以及学校没有提供一个较好的体验式教学环境,学生缺乏体验经验和写作素材。其三、学生本身没有认识到习作“失真”的严重性。了解到以上问题后,本文又针对这些问题提出了一些改善建议。习作失真危害较大,不仅降低了作文质量,而且对小学生人格、诚信品德等方面的特质培育造成巨大的影响,论文旨在通过体验式习作研究后,能够为解决习作“失真”问题提供一些思路。
[Abstract]:The teaching of exercises in primary schools is the key stage to lay down students' writing ability, and the middle stage of primary schools is the starting point for children to learn exercises, and the foundation must be laid in this stage. At present, the research results on the middle stage exercises teaching in primary school are quite abundant, but there are still some shortcomings on the whole, and the effect of the middle stage students' exercises teaching is not ideal. This study will analyze and study the problems existing in the study of exercises in the middle of primary school, especially the phenomenon of distortion of exercises, and put forward the problems and causes of the distortion of exercises in the middle of primary schools. In view of these reasons, this paper puts forward some countermeasures and suggestions for the teaching of experiential exercises, hoping to find effective teaching strategies and improve the students' exercises ability in the middle stage. The full text is divided into the following five parts: the first part explains the research background, purpose and significance of this paper, and summarizes the relevant literature; the second part defines the concept. The core concept of this paper is defined, and the two key concepts of distortion and experiential teaching are analyzed in detail, especially the judgment criteria and principles of "distortion". The third part is the teaching case and analysis of experiential exercises for students in the middle of primary school. Based on the experiential teaching theory, the teaching process of exercises is designed, and the students are allowed to write to judge whether there is distortion in the students' writing results. The fourth part is the investigation and Attribution analysis of the distortion of students' exercises in the middle of primary school. Through the method of interview and other methods, this paper analyzes the present situation and causes of the distortion of students' exercises in the middle stage of primary school. The fifth part puts forward the targeted teaching strategies to change the distortion of students' exercises in the middle stage according to the results of the above case investigation and interview. By introducing the concept of experiential teaching and combining with the present situation of Chinese exercises in the middle of primary school, this paper studies the teaching of experiential exercises. This paper selects the students from two classes of Primary School A as the research topic, through observation and investigation. The way of interview is to understand the results of experiential teaching, and to analyze and discuss the results, so as to find out the root causes of the distortion of pupils' exercises, which is mainly affected by three factors. One is the restriction of the education system. Let the exercises be mixed with too much utilitarian. Second, the school teachers and the school did not provide a better experiential teaching environment, students lack of experience and writing materials. Third, the students themselves do not realize the seriousness of the distortion of the exercises. After understanding the above problems, this paper puts forward some suggestions for these problems. The distortion of exercises is harmful, which not only reduces the quality of composition, but also has a great impact on the cultivation of pupils' personality, integrity and moral character. The purpose of this paper is to study through experiential exercises. It can provide some ideas for solving the problem of distortion in exercises.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.24
本文编号：2494925
[Abstract]:The teaching of exercises in primary schools is the key stage to lay down students' writing ability, and the middle stage of primary schools is the starting point for children to learn exercises, and the foundation must be laid in this stage. At present, the research results on the middle stage exercises teaching in primary school are quite abundant, but there are still some shortcomings on the whole, and the effect of the middle stage students' exercises teaching is not ideal. This study will analyze and study the problems existing in the study of exercises in the middle of primary school, especially the phenomenon of distortion of exercises, and put forward the problems and causes of the distortion of exercises in the middle of primary schools. In view of these reasons, this paper puts forward some countermeasures and suggestions for the teaching of experiential exercises, hoping to find effective teaching strategies and improve the students' exercises ability in the middle stage. The full text is divided into the following five parts: the first part explains the research background, purpose and significance of this paper, and summarizes the relevant literature; the second part defines the concept. The core concept of this paper is defined, and the two key concepts of distortion and experiential teaching are analyzed in detail, especially the judgment criteria and principles of "distortion". The third part is the teaching case and analysis of experiential exercises for students in the middle of primary school. Based on the experiential teaching theory, the teaching process of exercises is designed, and the students are allowed to write to judge whether there is distortion in the students' writing results. The fourth part is the investigation and Attribution analysis of the distortion of students' exercises in the middle of primary school. Through the method of interview and other methods, this paper analyzes the present situation and causes of the distortion of students' exercises in the middle stage of primary school. The fifth part puts forward the targeted teaching strategies to change the distortion of students' exercises in the middle stage according to the results of the above case investigation and interview. By introducing the concept of experiential teaching and combining with the present situation of Chinese exercises in the middle of primary school, this paper studies the teaching of experiential exercises. This paper selects the students from two classes of Primary School A as the research topic, through observation and investigation. The way of interview is to understand the results of experiential teaching, and to analyze and discuss the results, so as to find out the root causes of the distortion of pupils' exercises, which is mainly affected by three factors. One is the restriction of the education system. Let the exercises be mixed with too much utilitarian. Second, the school teachers and the school did not provide a better experiential teaching environment, students lack of experience and writing materials. Third, the students themselves do not realize the seriousness of the distortion of the exercises. After understanding the above problems, this paper puts forward some suggestions for these problems. The distortion of exercises is harmful, which not only reduces the quality of composition, but also has a great impact on the cultivation of pupils' personality, integrity and moral character. The purpose of this paper is to study through experiential exercises. It can provide some ideas for solving the problem of distortion in exercises.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.24
【参考文献】
相关期刊论文 前10条
1 刘春祺;;习作:生命的表达与沟通[J];辅导员;2015年30期
2 贾斌;;练笔打开小学生习作之门[J];教育;2015年38期
3 苏艳红;;引导学生感受语文之美激发学生习作兴趣的研究[J];成才之路;2015年26期
4 朱春霞;;浅谈教学初期小学生习作指导[J];读与写(教育教学刊);2015年09期
5 掌健;;小学生习作生活印象语言的特征与突破[J];教学与管理;2015年14期
6 马稳玲;;巧抓契机 引导学生习作[J];课外语文;2014年22期
7 孙佳林;;用“我”手写“我”口——小学生习作指导一得[J];现代企业教育;2014年06期
8 伏蓉;;浅谈在语文教学中如何培养学生的学习能力[J];学周刊;2013年23期
9 倪文锦;;语文课程观刍议[J];中国教育学刊;2013年02期
10 卢永璐;;激趣导改 还权学生——浅议学生习作评改[J];当代教育论坛(学科教育研究);2008年01期
相关硕士学位论文 前9条
1 孙文静;小学三年级语文习作教学问题及策略研究[D];南昌大学;2015年
2 徐海燕;小学中段习作教学指导策略研究[D];四川师范大学;2015年
3 申巾英;小学中学段习作教学中以读促写的策略研究[D];河北师范大学;2014年
4 李小龙;“教—学空间”促进小学语文习作教学模式变革的实验研究[D];西北师范大学;2014年
5 方虹;小学习作教学中渗透心理健康教育的策略研究[D];宁波大学;2013年
6 徐璐;城乡结合部小学中段年级习作教学存在的问题及对策研究[D];内蒙古师范大学;2012年
7 姚兴宇;大连开发区小学第二学段语文习作教学现状研究[D];辽宁师范大学;2012年
8 张南希;小学语文习作教学的问题研究[D];东北师范大学;2011年
9 李汉泽;主体间性视野下的小学习作教学研究[D];河北师范大学;2009年
，本文编号：2494925
本文链接：https://www.wllwen.com/jiaoyulunwen/xiaoxuejiaoyu/2494925.html
