小学语文情境创设中的问题与有效策略

发布时间：2018-03-20 14:12

本文选题：情境创设　切入点：教学情境　出处：《湖南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：情境教学理论的出现是教学方式上的重大突破。不同于传统教学,情境教学把学生置于具体直观的环境之中,通过“境”来影响人。情境教学能激发学生的学习兴趣,引发学生的情感,促进学生积极主动学习,从而有效的提高教学的效率,同时也符合儿童的心理发展规律,因此受到广大教师的认可和学生们的喜爱。但随着情境教学的广泛运用,随之而来是出现在使用上的误区,造成教学效果不明显,降低了教学效率。本文采用文献调查法、案例分析法、观察法等研究方法对小学语文情境创设进行分析和研究。力求找到小学语文情境创设中所存在的问题,并分析原因,提出具体的有效策略。论文总共分为五章。第一章引言介绍了本文研究的背景及问题,界定了情境教学的概念并对研究现状进行整理和分析,阐明了研究的主要方法和研究思路。第二章分析小学语文情境创设的理论基础情境认知理论,建构主义理论。教学情境的五个特点包括形象性、趣味性、生活性、情感性和问题性以及教学情境的四个类型,即真实化情境、虚拟化情境、艺术化情境、问题情境。第三章通过笔者听课、上课、面对面的交流讨论,找出目前小学语文情境创设中所存在的问题。主要问题有:第一创设教学情境随意化,第二创设教学情境过度依赖技术,第三创设的教学情境缺乏学术立场。其主要原因是:第一,教师缺乏创设教学情境的理论素养与动机,第二,教育制度缺陷加剧了教学情境创设的难度。第四章小学语文情境创设的案例及分析。通过在小学语文课堂进行观察与记录,选取小学语文课堂的典型案例。第五章提出小学语文情境创设的有效策略。结合课堂观察及分析研究得出的问题及原因,给出具体的解决策略。
[Abstract]:The emergence of situational teaching theory is a great breakthrough in teaching methods. Different from traditional teaching, situational teaching places students in a concrete and intuitive environment and influences people through "circumstances". Situational teaching can stimulate students' interest in learning. Arouse students' emotion, promote students to study actively, thus effectively improve the efficiency of teaching, but also accord with the law of children's psychological development, Therefore, it is recognized by the teachers and loved by the students. However, with the extensive use of situational teaching, there are some misunderstandings in the use of situational teaching, which make the teaching effect not obvious and reduce the teaching efficiency. Case analysis, observation and other research methods are used to analyze and study the creation of Chinese situation in primary school, and try to find out the problems existing in the creation of Chinese situation in primary school, and analyze the reasons. The thesis is divided into five chapters. The first chapter introduces the background and problems of this study, defines the concept of situational teaching, and analyzes the current situation of the research. The second chapter analyzes the theoretical basis of primary school Chinese context creation situation cognitive theory, constructivism theory. The five characteristics of teaching situation include visualization, interest, life, and so on. Affective, problem and four types of teaching situation, that is, truthfulness, virtualization, artistry, problem situation. Chapter three through the author's lectures, classes, face-to-face communication and discussion, To find out the problems existing in the creation of Chinese language situation in primary school at present. The main problems are as follows: first, the creation of teaching situation is arbitrary; second, the creation of teaching situation is excessively dependent on technology. The main reasons are: first, the teachers lack the theoretical literacy and motivation to create the teaching situation; second, The defects of the educational system aggravate the difficulty of creating the teaching situation. The case and analysis of the creation of the primary school Chinese situation in 4th chapter. Through the observation and record in the primary school Chinese classroom, Select typical cases of primary school Chinese classroom. Chapter 5th puts forward effective strategies of creating Chinese situation in primary school. Combined with classroom observation and analysis of the problems and reasons, this paper gives specific strategies to solve the problems.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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