语文学习日记在高中生反思性学习中的应用研究

发布时间：2018-03-19 19:43

本文选题：语文学习日记　切入点：反思性学习　出处：《淮北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：当今学习型社会需要反思性学习,新课标需要高中生反思性学习,本文将反思性学习能力的培养落脚于语文教学的作业设计,尝试将语文学习日记应用于高中生的反思性学习中,在优化作业设计的同时有效培养高中生的反思性学习能力。反思性学习的理论基础有元认知理论、人本主义学习理论、建构主义理论,理应成为本文的理论基础。因此,关于本研究的表述,也可以有不同的方式——高中生反思性语文学习日记的研究。本研究旨在经过理论分析和实践检验,得出一种比较完善的语文反思性学习日记模型,辅助教师教学目标和学生学习目标的达成。本文的研究主要包括四个环节:第一章从研究背景出发界定相关概念,然后通过对国内外研究现状的综述,阐明反思性学习日记的研究是高中语文教育的相关理论与实践研究的应然追求;第二章从理论和实践基础、高中语文教学现状、研究条件三方面证明语文学习日记应用与高中反思性学习中的可行性,并提出反思性学习日记应从阅读、写作、基础知识三个模块展开;第三章从学生学习和教师指导两个方面论述反思性学习日记的六种内涵以及它们之间的关系,并设计出反思性语文学习日记的模型和应用方案;第四章通过三轮行动研究初步探明将语文学习日记应用于高中生反思性学习中的积极作用,并讨论研究的不足之处和未来实践与研究的方向。
[Abstract]:In today's learning-oriented society, reflective learning is needed, and the new curriculum standard requires reflective learning by high school students. This paper puts the cultivation of reflective learning ability in the homework design of Chinese teaching. This paper attempts to apply the Chinese learning diary to the reflective learning of senior high school students, and to train the reflective learning ability of high school students effectively while optimizing the homework design. The theoretical basis of reflective learning is metacognitive theory, humanist learning theory, and so on. The theory of constructivism should be the theoretical basis of this paper. Therefore, there are different ways to express this study-the study of reflective Chinese learning diary of senior high school students. The purpose of this study is to pass theoretical analysis and practical test. A more perfect Chinese reflective learning diary model is obtained to assist the achievement of teachers' teaching goals and students' learning goals. The research in this paper mainly includes four links: chapter one defines the relevant concepts from the background of the research. Then through the summary of the domestic and foreign research situation, it is clarified that the research of reflective learning diary is the necessary pursuit of the relevant theory and practice research of Chinese education in senior high school. The second chapter is from the theoretical and practical basis, the current situation of Chinese teaching in senior high school. The research conditions prove the feasibility of the application of Chinese learning diary and reflective learning in senior high school, and put forward that the reflective learning diary should be carried out from three modules: reading, writing and basic knowledge. The third chapter discusses the six connotations of reflective learning diary and the relationship between them from the aspects of student learning and teacher guidance, and designs the model and application scheme of reflective Chinese learning diary. Chapter 4th explores the positive role of applying Chinese learning diary to reflective learning of senior high school students through three rounds of action research and discusses the shortcomings of the research and the future practice and research direction.
【学位授予单位】：淮北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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