中小学课堂情境教学模式建构研究

发布时间：2018-03-29 14:52

本文选题：中小学　切入点：课堂　出处：《河北大学》2017年硕士论文

【摘要】：情境教学诞生于二十世纪七八十年代的教育改革浪潮,由小学语文教师李吉林首倡,并由后继从事教育改革第一线的教育工作者充任了情境教学实验的主力军,在对其理论研究和实践运用的过程中,创造出了丰富多样的情境教学模式。自新课程改革目标提出后,由于情境教学理念与新课改主旨相吻合,情境教学得到更大地支持和推广。但在新课程理念的更新下,原有的教学模式和方法在很多地方已很难与之适应,其局限性束缚住了教育改革的手脚。《基础教育课程改革纲要》的总体目标在于学生人生观、价值观、创造精神、审美情趣、生活方式等的养成,生活性在学生教育工作中被提到了前所未有的高度,为提高情境教学模式的普适性和实用性,满足教育的时代要求,构建适应当前中小学课堂的新的情境教学模式显得至关重要。通过文献研究、调查研究以及案例分析法等研究方法,在实现对我国中小学课堂情境教学模式的全面分析基础上,以清晰的结构和思路展现情境教学的模式建构成果。研究整体分为四部分内容:首先,梳理当前国内外关于情境教学模式的研究现状,对情境教学模式进行相关的概念界定;其次,对影响情境教学模式建构的相关因素——中小学课堂新特征以及课堂教学要素进行了剖析,为情境教学模式的建构提供了方向指导并做好铺垫;再次,在调查研究的基础上,了解我国中小学情境教学模式的现状,分析其理论的偏差和操作中的误区,为新的模式建构提供借鉴;最后,建构一套适应我国教育改革诉求和学生心理特征的情境生活化探究模式:情境预备—问题提出—探究发散—结论验证—生活推衍,并针对其运用操作,以中学地理的一节课案为例进行展示,在最后指出情境生活化探究模式操作中应注意的几项问题。情境生活化探究模式以情境、生活、探究作为核心,阐释了教师、学生、教学组织、教学理念等要素在情境课堂下的运作模式,合乎新课改的课程目标要求,解放了学生的天性,通过其对生活的主动观察、发现、探究和验证,培养了学生的创造性和对生活的热爱之情。企望在中小学教育改革过程中,情境生活化探究模式能够给予教育工作者和一线教师以启迪、借鉴和思考。
[Abstract]:Situational teaching was born in the tide of educational reform in 1970s and 1980s. It was initiated by Li Jilin, a Chinese teacher in primary school, and became the main force of situational teaching experiment by the following educators who were engaged in the first line of educational reform. In the process of theoretical research and practical application, rich and diverse situational teaching models have been created. Since the new curriculum reform goal was put forward, the concept of situational teaching coincided with the main purpose of the new curriculum reform. Situational teaching has been more supported and popularized. However, with the renewal of the new curriculum concept, the original teaching models and methods have been difficult to adapt to in many places. The overall goal of the outline of basic Education Curriculum Reform lies in the cultivation of students' outlook on life, values, creative spirit, aesthetic taste, way of life, etc. In order to improve the universality and practicability of situational teaching mode and to meet the requirements of the times of education, living life has been raised to an unprecedented height in the work of students' education. It is very important to construct a new situational teaching model to adapt to the current classroom teaching in primary and secondary schools. Based on the research methods of literature research, investigation and case analysis, this paper makes a comprehensive analysis of the classroom situational teaching model in primary and secondary schools in China. The research is divided into four parts: firstly, combing the current research situation of situational teaching model at home and abroad, defining the relevant concepts of situational teaching model; Secondly, it analyzes the related factors that affect the construction of situational teaching model-the new characteristics of primary and middle school classroom and the elements of classroom teaching, which provides a direction for the construction of situational teaching model and lays a good foundation for it. On the basis of investigation and research, we understand the current situation of situational teaching model in primary and secondary schools in China, analyze the deviation of its theory and the misunderstandings in its operation, and provide reference for the construction of new model. To construct a set of situational life inquiry mode adapted to the demands of educational reform and students' psychological characteristics in China: situational preparation-problem raising-inquiry divergence-conclusion verification-life extrapolation, and its application and operation. Taking a lesson case of middle school geography as an example, this paper points out several problems that should be paid attention to in the operation of situational life inquiry mode. The situational life inquiry mode takes situation, life and inquiry as the core, and explains the teachers and students. The operating mode of teaching organization and teaching idea in the situational classroom conforms to the curriculum goal of the new curriculum reform, liberates the students' nature, and through their active observation, discovery, exploration and verification of life, It is hoped that in the process of education reform in primary and secondary schools, the situational life inquiry model can enlighten, draw lessons from and think for educators and first-line teachers.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.4

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