高中语文课堂“边缘人”现象分析及其转化策略

发布时间：2018-04-13 17:02

本文选题：高中语文课堂 + 边缘人　；参考：《青海师范大学》2017年硕士论文

【摘要】：在当今新课标理念的推行和指导下,以学生为主体教师为主导的新形势下的课堂逐步发展开来,成为现今课堂教学的主流趋势。然而在真实的课堂中往往存在着一种一些学生边缘化的现象,这种部分学生“边缘化”现象往往对教学造成出一种不利的影响,同时也违背了教学公平的理念以及高效性课堂的构建。笔者认为关注高中语文课堂的“边缘人”并且对他们进行正确的指导,让他们得以转化,这不仅对学生个体发展有着重要的意义,同时也有利于教师课堂教学的有效推进。从而实现学生与课堂,教学与教师的多向一体化发展。本文在已有研究的基础上,以课堂作为切入点,采用问卷调查、师生访谈、个案研究等方法重点分析教师与学生。笔者在调查中发现在课堂教学中学生自我认知的缺失,教师课堂教学策略的不当,造成课堂教学中的“边缘人”不断增多。在实证研究的基础上,笔者主要从两个角度进行阐述,教师角度结合教师期望理论以及社会学的映射原理进行分析,学生角度结合个体发展理论,多元智能理论从社会、学校、家庭、学生自身方面来进行深入分析“边缘人”的成因。在转化策略上笔者以“边缘人”形成原因为基本点,以先前学者策略为基准。在这两者基础之上从学校、教师教学理念、家长、学生心理这四个方面提出转化方案。本文一共分为三个部分,分别为绪论、主体部分和结论,在绪论部分主要说明本研究的缘由、目的及意义。其次总结国内外关于“边缘人”的阐述并说明本研究采用的调查方法,本选题主要采用文献法,观察法、访谈法、个案探究法和问卷调查法。第二部分是对“边缘人”这一概念进行界定,并在此基础上对高中语文课堂中“边缘学生”加以界定。首先是通过调查数据对高中语文课堂中“边缘人”的现状进行分析,包括其类型、特征。其次通过调查记录同时结合对个别学生的个案研究来分析“边缘人”人产生的原因。最后针对“边缘人”的特点及原因提供有效的解决策略。第三部分是结论部分,对本选题的成果进行归纳性的总结并提出展望。其次,说明本次研究中所存在的不足并进行经验性的总结。通过对本文的阐述,首先希望以此引起社会各界人士的关注,从而促进教育的公平。其次希望可以丰富高中语文课堂的实证性研究,有效推进学生参与课堂互动,提高学生的学习动机,增强学生学习效率,为高效课堂的构建奠定基础。
[Abstract]:Under the guidance of the concept of new curriculum standard, the classroom gradually develops under the new situation of student-centered teachers, which has become the mainstream trend of classroom teaching.However, in the real classroom, there is often a phenomenon of some students being marginalized, and this phenomenon of "marginalization" of some students often causes a negative impact on teaching.At the same time, it also violates the concept of teaching fairness and the construction of efficient classroom.The author thinks that paying attention to the "marginal people" in the Chinese classroom of senior high school and giving them correct guidance to make them can be transformed is not only of great significance to the individual development of students, but also conducive to the effective advancement of teachers' classroom teaching.In order to achieve the students and classroom, teaching and teacher multi-directional integration development.Based on the existing research, this paper focuses on the analysis of teachers and students by means of questionnaires, interviews between teachers and students, and case studies.In the investigation, the author finds that the lack of students' self-cognition in classroom teaching and the improper teaching strategies of teachers result in an increasing number of "marginal people" in classroom teaching.On the basis of empirical research, the author mainly expounds from two angles: teachers' perspective combined with teachers' expectation theory and sociological mapping principle, student's perspective combined with individual development theory, multiple intelligence theory from society and school,Family, students themselves to carry out in-depth analysis of the "marginal people" causes.In the transformation strategy, the author takes the formation reason of "marginal person" as the basic point and the previous scholar strategy as the benchmark.On the basis of the above two aspects, the transformation scheme is put forward from four aspects: school, teachers' teaching idea, parents and students' psychology.This paper is divided into three parts: introduction, main part and conclusion. In the introduction part, it explains the reason, purpose and significance of this study.Secondly, it summarizes the exposition of "marginal people" at home and abroad and explains the investigation methods used in this study. This topic mainly adopts literature method, observation method, interview method, case study method and questionnaire method.The second part is to define the concept of "marginal person", and on this basis to define the "marginal students" in the Chinese classroom of senior high school.The first part is to analyze the current situation of "marginal people" in high school Chinese classroom, including its types and characteristics.Secondly, through the investigation record and the individual student's case study, analyzes the "marginal person" the reason which the person produces.Finally, it provides effective solutions to the characteristics and causes of marginal people.The third part is the conclusion.Secondly, the shortcomings of this study and empirical summary.Through the elaboration of this paper, the first hope is to arouse the attention of all walks of life and promote the equity of education.Secondly, it is hoped that it can enrich the empirical research of senior high school Chinese classroom, effectively promote students' participation in classroom interaction, improve students' learning motivation, enhance students' learning efficiency, and lay the foundation for the construction of efficient classroom.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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