图们市第六中学语文情境教学现状调查与分析

发布时间：2018-02-15 09:18

本文关键词： 图们市情境教学情感教育现状分析　出处：《延边大学》2016年硕士论文　论文类型：学位论文

【摘要】：课堂教学不仅是一门科学,也是一门艺术。在课堂教学过程中,教师要采取恰当的策略,为学生创设有效的教学情境,激活语文课堂,调动学生的积极性,激发学生的学习兴趣,让学生主动参与课堂,在轻松愉快的氛围中获取知识,提高学生的语文素养。但是在当前的语文教育中,同样存在着学生不重视语文课堂,对传统语文知识丧失兴趣,教师讲授方式单一,课堂效果差强人意,教学质量每况愈下等问题。面对这一尴尬情况,笔者以图们市第六中学语文课堂为例,对图们市第六中学语文情境教学现状进行调查与分析,在肯定了优势的同时也针对该校的不足提出了相应的意见和建议。全文共分五部分。图们市第六中学是图们市的一所汉族中学,共有12个教学班,86名教职工,652名学生,其中语文教师14名。为了更准确和真实的了解第六中学语文情景教学现状,有针对性的设计了教师与学生两套调查问卷,并通过访谈及听课的方式对语文教师与学生进行广泛调查,了解到语文教师的专业素养、语文情境教学目的、内容、方法与手段的优点与不足,以及学生学习情景教学的方法、主动性、平时思考情境教学的模式与内容等真实情况。根据调查数据显示,目前图们市第六中学语文情境教学的总体情况较好。语文教师情境教学目的明确、授课知识牢固、教学经验丰富；学生创设情境教学目的明确、学习的热情高、这些成绩值得肯定。但在情景教学上也存在一些不足,教师为情境而情境,忽视了文本和情感的渗透、教师设置情境教学随意性较大、教师过度依赖于多媒体进行情境教学等问题；相应的学生存在理解能力差、互动较少、参与度不够等问题,这些问题会直接影响图们市第六中学语文教学的整体质量。调查发现,存在这些问题的主要原因是受固有的语文教学理念影响,教师和学生了解和沟通不足。若想解决这些问题,应结合《新课程标准》,由语文教师与学生两方面一起努力,相互配合。教师应不断提升教师的专业素质,构建和谐的师生关系,学生应该不断培养自己的构建情境教学思维的能力,这样会提高第六中学整理的语文质量与水平。
[Abstract]:Classroom teaching is not only a science, but also an art. In the course of classroom teaching, teachers should adopt appropriate strategies to create effective teaching situations for students, activate Chinese classes, and arouse students' enthusiasm. Stimulate students' interest in learning, let students take the initiative to participate in the classroom, acquire knowledge in a relaxed and pleasant atmosphere, and improve students' Chinese literacy. However, in the current Chinese education, there are also students who do not attach importance to the Chinese classroom. In the face of this awkward situation, the author takes Tumen 6th middle school Chinese class as an example, which has lost interest in traditional Chinese knowledge, single teaching method, unsatisfactory classroom effect and deteriorating teaching quality. This paper makes an investigation and analysis on the current situation of Chinese situational teaching in 6th middle school in Tumen City. The paper is divided into five parts. Tumen City 6th Middle School is a Han school in Tumen City, with a total of 86 teaching staff and 652 students in 12 teaching classes. In order to understand the situation of Chinese teaching in 6th middle school more accurately and truthfully, 14 Chinese teachers have designed two sets of questionnaires for teachers and students. Through the extensive investigation of Chinese teachers and students through interviews and lectures, we can find out the advantages and disadvantages of Chinese teachers' professional accomplishment, the purpose, content, methods and means of Chinese situational teaching, as well as the methods of students' learning situational teaching. According to the survey data, the overall situation of Chinese situational teaching in 6th middle school in Tumen City is good. The purpose of situational teaching for Chinese teachers is clear, and the teaching knowledge is firm. Teaching experience is rich, students create situational teaching purpose is clear, learning enthusiasm is high, these achievements are worthy of recognition. But there are some shortcomings in situational teaching, teachers for the situation, ignoring the text and emotional penetration, Teachers set up situational teaching randomness, teachers over-rely on multimedia for situational teaching and other problems, the corresponding students have poor understanding, less interaction, insufficient participation, and so on. These problems will directly affect the overall quality of Chinese teaching in Tumen City 6th Middle School. The investigation shows that the main reason for these problems is that they are influenced by the inherent Chinese teaching ideas. If we want to solve these problems, we should combine the New Curriculum Standard with Chinese teachers and students to work together and cooperate with each other. Teachers should constantly improve the professional quality of teachers. To build a harmonious teacher-student relationship, students should constantly cultivate their ability to construct situational teaching thinking, which will improve the quality and level of Chinese in 6th middle school.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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