义务教育阶段六年级与七年级语文阅读教学衔接初探

发布时间：2018-04-27 19:52

本文选题：六年级 + 七年级　；参考：《陕西师范大学》2016年硕士论文

【摘要】：六年级的学生升入初中后,在学习方式、学习习惯方面存在明显的不适应状况,尤其是语文阅读教学,因为没有明确的评价方式,无法准确判断自己的理解能力和阅读水平发展状况,所以很多学生、甚至很多教师都没有在意其中的衔接问题。即使一些教师意识到了衔接问题,也往往是凭借个人经验去试图解决这一问题,没有科学的指导。为了能够使中小学语文教师重视衔接问题,促进教和学的相互适应,缩短学生适应初中语文阅读学习的时间,提高学习效率。笔者站在七年级语文教师的视角,对小学六年级和初中七年级的阅读教学衔接进行了研究。本文是从阅读教学的角度出发,结合新课程标准、人教版六、七年级教材,以及对七年级学生、教师的问卷调查分析出衔接问题并找到相应解决策略,全文共分为五个部分。第一章为绪论,说明了研究背景,分析了前人研究现状,界定了相关概念,阐述了理论依据；第二章呈现了对六、七年级语文阅读教学衔接现状的调查数据并加以简单分析,数据反映出目前语文阅读教学衔接确实存在问题,表现在三个方面,一方面学生认为七年级阅读的理解难度大；自己的学习方法态度和方法存在问题,需要老师加强教法的指导；写随笔的量减少,课堂积极性不如六年级；另一方面教师衔接意识薄弱,对新课标中上下学段的了解较少、对六年级语文教材不熟悉,授课方式仍然很保守,六、七年级教师缺乏沟通,衔接教学没有得到重视；另外,语文教材内容和难度的衔接也有待改善。第三章对六、七年级阅读教学衔接问题进行了汇总,主要包括：①第三、四学段阅读目标与内容的差异；②六、七年级语文教材的差异；③六、七年级教师教学方法的差异；④六、七年级学生学习心理、学习习惯的差异；⑤六、七年级学生语文阅读评价的差异；⑥中小学教师之间缺乏流通渠道以及有效沟通方式。第四章是本论文的重点部分,笔者针对语文阅读教学衔接中的种种问题,给出了具有针对性的细致的解决方案。在更新教师的观念,提高衔接意识的基础上,通过以下五点,实现学生阅读教学的顺利衔接。第一,通过研究新课程标准中第三学段和第四学段阅读目标和内容,在整体上了解衔接的目标,把握衔接的理论依据；第二,整合小学和七年级语文教材,从专题、篇名和作者的角度对七年级和小学的衔接点进行了梳理和整合,第三,做好学生阅读心理和习惯的衔接；第四,创造良好的阅读环境,做好课外阅读的衔接：第五,拓宽中小学教师互通渠道,提高教师对衔接教育的重视程度,建立合理的中小学语文教学衔接评价体系,为衔接教育发展提供支持。第五章是推进研究的设想,从对其它版本教材的衔接研究、完善衔接教育的体系和衔接教材的可行性以及网络工具对衔接的帮助三方面展开说明,希望此研究仅仅是笔者对衔接教育研究的起点。六、七年级语文阅读教学衔接问题是解决中小学语文衔接问题的关键,本研究的创新点在于从六、七年级语文阅读教学入手,有针对性地分析这个衔接点上的问题,并站在七年级语文教师的角度,提出解决问题的办法和策略。
[Abstract]:After the students of grade six enter junior high school, there is obvious inadaptability in the way of learning and learning, especially in Chinese reading teaching. Because there is no definite way of evaluation, they can not accurately judge their understanding ability and the development of reading level. So many students and even a lot of teachers do not care about the connection between them. Even if some teachers are aware of the problem of cohesion, they often try to solve this problem by personal experience. There is no scientific guidance. In order to make Chinese teachers of primary and middle schools attach importance to the problem of cohesion, promote the mutual adaptation of teaching and learning, shorten the time for reading study in junior middle school and improve the efficiency of study. I stand in seven From the perspective of grade Chinese teachers, this paper studies the connection of reading teaching in grade six and grade seven of junior middle school. This article is from the angle of reading teaching, combining the new curriculum standard, the teaching edition of the six and the seven grade, and the questionnaire survey of the grade seven students and the teachers, and finding the corresponding solutions. The full text is divided into the whole text. The first chapter is the introduction, which explains the research background, analyzes the present research status, defines the relevant concepts and expounds the theoretical basis; the second chapter presents the investigation data of the connection status of Chinese Reading Teaching in six and seven grades, and gives a simple analysis, and the data reflect the actual problems of the current reading teaching connection in the Chinese language, and the table shows that there are some problems in the current reading teaching connection in the Chinese language. On the three side, on the one hand, students think that the comprehension of reading in grade seven is very difficult; there are some problems in their methods and methods of learning; the teachers need to strengthen the instruction of teaching methods; the amount of writing is reduced and the enthusiasm of the class is not as good as grade six; on the other hand, the awareness of teachers' cohesion is weak and the understanding of the upper and lower classes in the new curriculum is less, right. The six grade language teaching material is not familiar, the teaching method is still very conservative, six, seven grade teachers lack of communication, connection teaching has not been paid attention to; in addition, the connection of the content and difficulty of the language teaching material needs to be improved. The third chapter summarizes the connection problems of reading teaching in six and seven, mainly including: (1) reading goals and reading goals of third, fourth school sections Differences in content; (2) the differences in Chinese Textbooks in grade six and grade seven; (3) the differences in teaching methods of six and seven grade teachers; (4) the differences in the learning psychology and learning habits of grade six and seven grade students; the differences in the evaluation of Chinese reading in six and seven grade students; 6. The lack of circulation channels and effective communication between primary and secondary school teachers. The fourth chapter is the book. The key part of the paper, in view of the various problems in the connection of Chinese reading teaching, gives a specific and detailed solution. On the basis of renewing teachers' ideas and improving the sense of cohesion, through the following five points, the smooth connection between students' reading teaching is realized. Firstly, the third and fourth sections of the new curriculum standard are studied. Learn the target and content of reading, understand the goal of cohesion in the whole, grasp the theoretical basis of cohesion; second, integrate the primary and seven grade language teaching materials, from the topic, the name and the author's point of view of the connection between the grade seven and the primary school, third, to do a good link between the students' reading psychology and habits; fourth, to create good Reading environment and doing a good job of reading extracurricular reading: fifth, broaden the channels of intercommunication between teachers and primary and secondary schools, improve teachers' attention to the cohesion education, establish a reasonable evaluation system for the cohesion of primary and secondary school language teaching, and provide support for the development of education. The fifth chapter is a tentative idea to promote the research, and improve the cohesion of the other versions of the textbooks. The feasibility of linking up education and the feasibility of connecting teaching materials and the three aspects of the help of network tools on cohesion are explained. It is hoped that this study is only the starting point for the study of cohesive education. Six, the link problem of Chinese Reading Teaching in grade seven is the key to solve the problem of language cohesion in primary and middle schools. The innovation of this study lies in the six and seven grades. Starting with the teaching of Chinese reading, we can analyze the problems in this connection point, and stand in the angle of the Chinese teachers in grade seven, and put forward the methods and strategies to solve the problems.

【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.33

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