小学高年级语文课堂教学生态的调查研究
发布时间：2019-06-15 13:20
【摘要】：从20世纪30年代起,生态学的影响逐步波及教育学,教育生态学应运而生。历经八十载,教育生态学的理论架构已经比较完备,为教育学的进一步研究提供了新视域,做出了新贡献。而课堂教学生态作为这一理论的微观研究对象,目前还处于起步阶段,其在我国的实践研究更是少之又少。本研究通过把语文课堂生态看作是一种特殊的教学生态,运用教育生态学的理论深入阐释语文课堂教学生态的内涵、结构、特征和功能,通过对小学高年级语文课堂教学生态的现状进行调查和分析,反思存在的问题,并结合语文课堂教学实际,提出改进建议。本论文共有五个部分:第一章为绪论,主要结合目前课堂教学生态在小学语文教学中的重要性以及对国内外相关研究文献的综述,提出研究小学高年级语文课堂教学生态的可行性和必要性。同时,阐述本文开展研究的方法以及研究的思路。第二章为本文的概念界定和理论基础。根据对相关材料的分析和己有概念的认识,结合小学高年级语文课堂教学的特点,笔者确定了本研究中课堂教学、课堂教学生态和语文课堂教学生态的具体概念,并指出教育生态学理论、多元智能理论、建构主义教学理论和生态美学理论为本研究的主要理论依据。第三章为小学高年级语文课堂教学生态的理论研究,主要对小学高年级语文教学课堂生态的结构、特征和功能作了解析。第四章为小学高年级语文课堂教学生态的现状调查。在这一章节里,笔者阐述了调查的目的、样本的选择以及问卷的设计,并对问卷设计的五个维度进行了描述。第五章是对问卷得到的数据进行结果统计。第六章为小学高年级语文课堂教学生态存在的问题、原因与对策。在这一章节,首先肯定教师对语文课堂教学生态已有的认识,但是仍然存在认识上的问题。笔者力图从发现的问题着手,对问题产生的原因进行分析,最后针对这些问题和因素,提出一些解决方法,为优化小学高年级语文课堂教学生态提供一些建议。第七章是总结与展望。笔者就本研究得出的结果进行了描述,并就研究中存在的不足之处以及再接下去可以研究的方向提出了自己的看法。
[Abstract]:Since 1930 s, the influence of ecology has gradually spread to pedagogy, and educational ecology emerges as the times require. After 80 years, the theoretical framework of educational ecology has been relatively complete, which provides a new perspective and contribution for the further study of pedagogy. As the microscopic research object of this theory, classroom teaching ecology is still in its infancy, and its practical research in our country is even less. This study regards Chinese classroom ecology as a special teaching ecology, uses the theory of educational ecology to explain the connotation, structure, characteristics and functions of Chinese classroom teaching ecology, investigates and analyzes the present situation of Chinese classroom teaching ecology in senior primary schools, reflects on the existing problems, and puts forward some suggestions for improvement in combination with the reality of Chinese classroom teaching. There are five parts in this paper: the first chapter is the introduction, which mainly combines the importance of classroom teaching ecology in primary school Chinese teaching and the review of relevant research literature at home and abroad, and puts forward the feasibility and necessity of studying the ecology of Chinese classroom teaching in senior primary school. At the same time, this paper expounds the research methods and ideas. The second chapter is the definition and theoretical basis of this paper. According to the analysis of related materials and the understanding of existing concepts, combined with the characteristics of Chinese classroom teaching in senior primary schools, the author determines the specific concepts of classroom teaching, classroom teaching ecology and Chinese classroom teaching ecology in this study, and points out that the main theoretical basis of this study is educational ecology theory, multiple intelligence theory, constructivism teaching theory and ecological aesthetics theory. The third chapter is the theoretical research on the ecology of Chinese classroom teaching in the senior grade of primary school, which mainly analyzes the structure, characteristics and functions of the classroom ecology of Chinese teaching in the senior grade of primary school. The fourth chapter is the investigation of the current situation of Chinese classroom teaching ecology in the senior grade of primary school. In this chapter, the author expounds the purpose of the survey, the selection of samples and the design of the questionnaire, and describes the five dimensions of the questionnaire design. The fifth chapter is to carry on the result statistics to the questionnaire data. The sixth chapter is the ecological problems, causes and countermeasures of Chinese classroom teaching in the senior grade of primary school. In this chapter, first of all, teachers' understanding of Chinese classroom teaching ecology is affirmed, but there are still cognitive problems. The author tries to start with the problems found, analyzes the causes of the problems, and finally puts forward some solutions to these problems and factors, so as to provide some suggestions for optimizing the ecology of Chinese classroom teaching in senior primary schools. The seventh chapter is a summary and prospect. The author describes the results of this study, and puts forward his own views on the shortcomings of the study and the direction of further study.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2
本文编号：2500236
[Abstract]:Since 1930 s, the influence of ecology has gradually spread to pedagogy, and educational ecology emerges as the times require. After 80 years, the theoretical framework of educational ecology has been relatively complete, which provides a new perspective and contribution for the further study of pedagogy. As the microscopic research object of this theory, classroom teaching ecology is still in its infancy, and its practical research in our country is even less. This study regards Chinese classroom ecology as a special teaching ecology, uses the theory of educational ecology to explain the connotation, structure, characteristics and functions of Chinese classroom teaching ecology, investigates and analyzes the present situation of Chinese classroom teaching ecology in senior primary schools, reflects on the existing problems, and puts forward some suggestions for improvement in combination with the reality of Chinese classroom teaching. There are five parts in this paper: the first chapter is the introduction, which mainly combines the importance of classroom teaching ecology in primary school Chinese teaching and the review of relevant research literature at home and abroad, and puts forward the feasibility and necessity of studying the ecology of Chinese classroom teaching in senior primary school. At the same time, this paper expounds the research methods and ideas. The second chapter is the definition and theoretical basis of this paper. According to the analysis of related materials and the understanding of existing concepts, combined with the characteristics of Chinese classroom teaching in senior primary schools, the author determines the specific concepts of classroom teaching, classroom teaching ecology and Chinese classroom teaching ecology in this study, and points out that the main theoretical basis of this study is educational ecology theory, multiple intelligence theory, constructivism teaching theory and ecological aesthetics theory. The third chapter is the theoretical research on the ecology of Chinese classroom teaching in the senior grade of primary school, which mainly analyzes the structure, characteristics and functions of the classroom ecology of Chinese teaching in the senior grade of primary school. The fourth chapter is the investigation of the current situation of Chinese classroom teaching ecology in the senior grade of primary school. In this chapter, the author expounds the purpose of the survey, the selection of samples and the design of the questionnaire, and describes the five dimensions of the questionnaire design. The fifth chapter is to carry on the result statistics to the questionnaire data. The sixth chapter is the ecological problems, causes and countermeasures of Chinese classroom teaching in the senior grade of primary school. In this chapter, first of all, teachers' understanding of Chinese classroom teaching ecology is affirmed, but there are still cognitive problems. The author tries to start with the problems found, analyzes the causes of the problems, and finally puts forward some solutions to these problems and factors, so as to provide some suggestions for optimizing the ecology of Chinese classroom teaching in senior primary schools. The seventh chapter is a summary and prospect. The author describes the results of this study, and puts forward his own views on the shortcomings of the study and the direction of further study.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.2
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