论语文课堂探究性学习

发布时间：2018-06-01 21:48

  本文选题：语文课堂 + 学习方式　； 参考：《广西师范大学》2016年硕士论文

【摘要】：学习方式的转变是目前新课改的重要内容。针对目前亟待改变的过于强调接受学习、死记硬背、机械训练的学习方式,各学科在教学中努力倡导和实践着探究性学习。本文首先从定义层面和描述层面对语文课堂探究性学习进行了概念界定,指出语文课堂探究性学习是在探究情境下,学生独立阅读文本、发现问题,经过思维的演绎、归纳、分析、综合,能够独立解释现象、能够得出个人化的理解、能够主动获取知识并创造性地运用知识,在教师的指导和帮助下,学生积累知识和经验,提高探究能力,同时唤醒他们的自主意识、探究意识、批判意识,形成起对世界积极探索的态度,培养学生的独立人格的学习方式。它具有关注学生发展中知识和能力的平衡、以问题探究为主要形式、注重学生思维品质培养、立足教材、语文能力的培养、教师的非指导性教学的特征。本文结合文献研究、教学实践、课堂调查、师生采访等多种研究方法,针对语文课堂探究性学习实施的现状研究语文课堂探究性学习实施中存在的三个主要问题：探究不是从语文课堂教学中取材,而是从生活中另选课题,违背了语文课堂探究性学习的初衷；探究过程中教师引导的缺失,使得语文课堂探究性学习表现为放任自流,影响探究实施的效果；表面上展开探究活动,实际上仍是灌输学习的一套,伤害语文课堂探究性学习的健康发展。并针对问题分析了其主要原因。本文针对语文课堂探究性学习实施现状中存在的问题,提出语文课堂探究性学习有效实施的条件。首先探究活动要注重教师引导,激发、鼓励、唤醒学生探究学习的欲望；其次学生要充分调动自身积极性主动参与探究活动;最后是要营造良好的语文课堂教学氛围,提高师生探究活动的效率。本文在结合相关参考文献和教学案例的基础上,提出语文课堂探究性学习的有效实施的策略。包括创设探究情境,为学生参与探究创造条件;找准探究的内容,抓住探究的关键点,提高探究性学习的有效性；注重探究方案的制定,培养学生设计探究的能力;反思探究的成果,加深对问题的理解；注重探究活动的评价,准确定位学习的得失；以期为语文课堂探究性学习的实施提供一些参考和建议。
[Abstract]:The change of learning style is the important content of the new curriculum reform. In view of the current urgent need to change too much emphasis on accepting learning, rote learning, mechanical training learning methods, each subject in the teaching efforts to advocate and practice inquiry learning. This paper first defines the concept of inquiry learning in Chinese classroom from the level of definition and description, and points out that in the context of inquiry, the students read the text independently, discover the problem, and conclude through the deduction of thinking. Analysis, synthesis, can independently explain the phenomenon, can get personal understanding, can take the initiative to acquire knowledge and use knowledge creatively, under the guidance and help of teachers, students accumulate knowledge and experience, improve the ability of inquiry, At the same time, they awaken their independent consciousness, inquiry consciousness, critical consciousness, form a positive attitude to explore the world, cultivate students' independent personality learning style. It has the characteristics of paying close attention to the balance of knowledge and ability in the development of students, taking problem inquiry as the main form, paying attention to the cultivation of students' thinking quality, based on teaching materials, the cultivation of Chinese ability, and the non-guiding teaching of teachers. This paper combines literature research, teaching practice, classroom investigation, interviews between teachers and students, and so on. Three main problems in the implementation of Inquiry Learning in Chinese classroom: inquiry is not from the Chinese classroom teaching materials, but from the life of another topic, Contrary to the original intention of inquiry learning in Chinese classroom; the lack of teachers' guidance in the inquiry process makes the inquiry learning in Chinese classroom appear as laissez-faire, which affects the effect of inquiry implementation; on the surface, it carries out inquiry activities. In fact, it is still a set of inculcating learning, which harms the healthy development of inquiry learning in Chinese classroom. The main reasons for the problem are analyzed. Aiming at the problems existing in the implementation of inquiry learning in Chinese classroom, this paper puts forward the conditions for the effective implementation of inquiry learning in Chinese classroom. First of all, inquiry activities should pay attention to teachers' guidance, stimulate, encourage and awaken students' desire to explore learning; secondly, students should fully mobilize their enthusiasm to participate in inquiry activities; finally, it is necessary to create a good atmosphere of Chinese classroom teaching. Improve the efficiency of inquiry activities between teachers and students. On the basis of relevant references and teaching cases, this paper puts forward the effective implementation strategy of inquiry learning in Chinese classroom. It includes creating inquiry situation, creating conditions for students to participate in inquiry, identifying the content of inquiry, grasping the key points of inquiry, improving the effectiveness of inquiry learning, paying attention to the formulation of inquiry scheme and cultivating students' ability of designing and exploring. Reflect on the achievements of inquiry, deepen the understanding of the problem; pay attention to the evaluation of inquiry activities, accurately locate the gains and losses of learning; in order to provide some reference and suggestions for the implementation of inquiry learning in Chinese classroom.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
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本文编号：1965777