家庭中语文课程资源的开发与利用

发布时间：2018-04-29 08:40

本文选题：课程资源 + 语文课程资源　；参考：《广州大学》2017年硕士论文

【摘要】：语文学习的资源无处不在,无时不有,语文学习的空间是广阔的,可利用的资源是丰富的。课堂、教材、教师不再是学生语文学习的唯一知识来源,学校、家庭、社会都是学生语文学习的广阔天地。神奇的大自然、丰富多彩的世界、历史悠久的人类社会都是学生语文学习的教科书。要想读通、读透这本大教科书,就要积极开发各处的语文资源。“课标”强调学校要有强烈的资源意识,积极开发潜在的资源,语文教师要高度重视语文课程资源的开发与利用。语文作为母语课程,有三个语言环境可资利用,即学校语言环境、家庭语言环境和社会语言环境。家庭作为学生学习生活的重要场所,具有丰富的语文资源可以开发。家庭中的许多资源能够为语文课程服务,甚至能够转化为语文课程。为了让这些隐藏的课程资源矿藏不被闲置和浪费,本文用了五个章节对家庭中潜藏的语文课程资源及其开发与利用进行了论述。第一章是绪论部分,主要谈及选题的缘起,论述了研究的目的和意义,并对研究的相关问题进行综述和对相关的概念进行界定。第二章从理论出发,重点从陶行知的“生活教育”观、张孝纯的“大语文教育”思想以及“新课标”的要求三个方面为资源的开发与利用提供理论支持。第三章以调查问卷的形式来了解家庭中语文课程资源开发与利用的现状,并对收集到的调查问卷进行整理和分析。最后两章根据调查的现状对家庭中语文课程资源的开发与利用进行了策略探索,分别从家庭中隐藏的文本性课程资源、人力性语文课程资源、活动性语文课程资源、媒体性语文课程资源四个方面来考虑,又从阅读教学、写作教学、口语交际教学、综合性学习四个维度来探讨。
[Abstract]:Chinese learning resources are everywhere, always, the language learning space is broad, available resources are rich. Classroom, teaching materials and teachers are no longer the only source of knowledge for students' Chinese learning. School, family and society are all broad fields for students to learn Chinese. The magical nature, rich and colorful world and long history of human society are textbooks for students to learn Chinese. If you want to read through, read through this large textbook, we must actively develop the language resources everywhere. "Curriculum Standard" emphasizes that schools should have a strong sense of resources, actively develop potential resources, and Chinese teachers should attach great importance to the development and utilization of Chinese curriculum resources. As a mother tongue course, Chinese has three language environments: school language environment, family language environment and social language environment. Family, as an important place for students to study and live, has abundant Chinese resources to be developed. Many resources in the family can serve or even translate into Chinese courses. In order to prevent these hidden resources from being idle and wasted, this paper uses five chapters to discuss the hidden Chinese curriculum resources and their development and utilization in the family. The first chapter is the introduction part, which mainly discusses the origin of the topic, discusses the purpose and significance of the research, and summarizes the related issues and defines the related concepts. The second chapter is based on the theory, focusing on Tao Xingzhi's view of "life education", Zhang Xiao-chun 's "big Chinese education" and the requirements of "New Curriculum Standard" to provide theoretical support for the development and utilization of resources. In the third chapter, the present situation of the development and utilization of Chinese curriculum resources in families is investigated by questionnaire, and the collected questionnaires are sorted out and analyzed. The last two chapters explore the development and utilization of the Chinese curriculum resources in the family according to the status quo of the investigation, respectively from the hidden text curriculum resources, the human language curriculum resources, the active Chinese curriculum resources. This paper discusses the four aspects of media Chinese curriculum resources, including reading teaching, writing teaching, oral communication teaching and comprehensive learning.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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