基于多尔课程观的“自组织”式阅读教学研究

发布时间：2017-12-27 15:40

本文关键词：基于多尔课程观的“自组织”式阅读教学研究　出处：《华东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：阅读教学是语文教学的重要组成部分,是课程与教学领域的热点话题。揭示并正确处理阅读教学中的基本矛盾不仅关系到阅读教学自身的完善与发展,更关系到学生语文知识的积累、语文能力的提高与良好情感、态度、价值观的形成。本论文以多尔的后现代主义课程理论为基础,以当前高中语文阅读教学中有效性与丰富性之间的矛盾为着眼点,提出"自组织"式阅读教学的构想。进而在对"自组织"式阅读教学模式进行反思的基础上,从宏观、中观与微观三个层面对其提出构建策略。具体来说,本论文共分为四个部分。第一部分为"导论",对本论文的研究缘起与意义、研究对象与方法进行介绍;对研究中所使用的概念"课程""阅读教学"以及"'自组织'式阅读教学"进行界定;并从多尔课程观和阅读教学两个角度对研究现状进行综述。第二部分为"多尔课程观述评",分别从理论渊源、对现代主义课程的反思、后现代主义课程的构建三个方面对多尔课程观进行系统阐述。第三部分为"基于多尔课程观的'自组织'式阅读教学",首先,以高中语文课程标准为依据,通过结合具体案例,对学生进行问卷调查,对教师进行访谈揭示出当前高中语文阅读教学中"丰富性"与"有效性"之间存在的矛盾;其次,基于多尔课程观,着眼于"丰富性"与"有效性"之间的矛盾,提出"自组织"式阅读教学的构想;最后,结合具体、真实的教学案例探讨如何实施"自组织"式教学。第四部分为" '自组织'式阅读教学的反思与构建",首先,从"自组织"式阅读教学本身的局限性与实施的现实障碍两个方面对其进行反思;其次,从宏观、中观、微观三个层面系统阐述"自组织"式阅读教学的构建策略。本论文以多尔的后现代主义课程理论为基础,以高中语文阅读中"丰富性"与"有效性"之间的矛盾为着眼点,提出"自组织"阅读教学模式,并在反思其本身局限性与实施的现实障碍的基础上,提出构建策略,以回应课标要求,缓解与解决阅读教学中的基本矛盾,促进学生语文素养的提高与健全人格的发展。
[Abstract]:Reading teaching is an important part of Chinese teaching and a hot topic in the field of curriculum and teaching. Revealing and correctly handling the basic contradictions in reading teaching is not only related to the improvement and development of reading teaching, but also to the accumulation of students' knowledge of Chinese, the improvement of Chinese ability and the formation of good feelings, attitudes and values. Based on Dole's Postmodernist Curriculum Theory and the contradiction between effectiveness and richness in current high school Chinese reading teaching, this paper proposes the idea of self organizing reading teaching. Then, on the basis of self - organizing reading teaching mode, the construction strategy is put forward from three layers of macro, medium and micro. Specifically, this paper is divided into four parts. The first part is "Introduction", to research the origin and significance of this paper, the research object and methods are introduced; the research in the use of the concept of the "course" and "teaching" and "'self organization' reading teaching" is defined; the progress of Dole and from the view of curriculum and teaching of reading two a point of view. The second part is the commentary of Dole's curriculum view. It systematically expounds Dole's curriculum view from three aspects: theoretical origin, reflection on Modernism Curriculum and construction of post-modernism curriculum. The third part is "self organization" teaching of reading "curriculum based on Dole 'first in the high school language curriculum standard as the basis, through combining the concrete case, carries on the questionnaire survey to the students, the teachers were interviewed to reveal the current high school Chinese Reading Teaching in the" rich "and" validity "the contradiction between Dole; secondly, curriculum based, focus on" contradiction between richness "and" effectiveness ", the concept of" self-organization "type reading teaching; finally, combined with the specific and real teaching cases and discusses how to implement the" self-organization "teaching. The fourth part is "the 'self organization' reading teaching reflection and construction", first of all, the two aspects of teaching practical obstacles and limitations of the implementation of its reflection of the "self-organization" reading; secondly, from the macro, meso and micro three aspects systematically expounds the "self-organization" reading the construction of teaching strategies. This thesis is based on Dole's theory of post modernist Curriculum, the high school Chinese reading in the "rich" and "validity" the contradiction between the focus of "self-organization" reading teaching mode, basic practical obstacles and to rethink their limitations and Implementation on the proposed strategy, in response to the curriculum requirements, to alleviate and solve the basic contradiction in the teaching of reading, development to promote the improvement of students' Chinese accomplishment and perfect personality.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.33

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