基于学业自我的高中语文作业改革实验研究

发布时间：2018-06-26 10:36

本文选题：高中语文作业 + 学业自我　；参考：《淮北师范大学》2017年硕士论文

【摘要】：课程改革强调作业的分层、选择、合作及其设计的范式,要求语文作业中有师生互动、符号互动和对学生成功的关注。“作业”是人类特有的生活方式,语文作业是学生积累语识、培养语感、进行自我发现和自我探究的语言文字训练活动。学业自我概念以学生的学习过程及其学业自我认知为研究对象,为语文作业的改革提供了学理的依据和支撑。本文从高中语文作业这一小角度落实新课程作业改革的理念,描绘语文作业改革的实践图景,力图借助心理学的研究理路探索符合时代发展的语文作业新思路。基于以上研究目标,本研究分七部分展开。绪论介绍了研究的缘起、意义、文献综述与思路方法。第一章作为全文的理论背景,梳理和分析了学业自我及其思维品质,阐释了学业自我概念下语文作业与语文成绩以及语文学科素养的关系,为后续的对策研究和改革实践提供理论支撑。第二章是高中语文作业的实施现状和对改革路径的探索,借助学业自我理论编制量表,通过问卷调查与观察访谈两种方式透视语文作业对学业自我的影响,剖析学生学业自我缺失的成因,探寻学业自我回归的路径。第三章和第四章以语文作业改革为切入点、以学业自我理论为工具进行横剖纵切,构成纵线贯穿,横线交织的结构:第三章论述针对于不同课型的语文作业横向改革,构建语文必修常规课、选修读书课、试题讲评课与过程写作课中的语文自主作业模型;第四章介绍贯穿高中三年的语文作业纵向实验,描述“作业团队”、“天天语文”、“笔聊对话”、“过程写作”的作业实践过程。第五章面向现阶段改革实践进行实验反思,展望在新课标、新教材、新高考下如何进行基于学业自我的语文作业革命。最后结语,通过梳理研究局限及展望研究方向,对整个研究进行反思与总结。通过研究,可以得出以下结论:首先,从学生“习”的心理进行语文作业改革具有更突出的现实意义,更精准的实施效应。其次,借助学业自我理论构建的语文自主作业实践模型符合学生身心特点和发展需求,更容易被学生接受与采纳,更利于教师实施与推广。第三,揭示语文自我概念的获得路径,即通过作业干预学生自我概念使之正向发展并以此提高学生学业成绩和语文学科素养。第四,从语文作业交流中可以探索出一种全新的作业评价体系,从而建构作业评价回归生活的策略与方法,彰显作业评价对情感体验与他人取向的价值诉求。
[Abstract]:Curriculum reform emphasizes the layering, selection, cooperation and design paradigm of homework, and requires teacher-student interaction, symbolic interaction and attention to students' success in Chinese homework. "homework" is a unique way of life for human beings. Chinese homework is a language training activity for students to accumulate language knowledge, cultivate language sense, and carry out self-discovery and self-exploration. The academic self-concept takes the students' learning process and their academic self-cognition as the research object and provides the theoretical basis and support for the reform of Chinese homework. This article carries out the idea of the new curriculum homework reform from the small angle of high school Chinese homework, describes the practical picture of the Chinese homework reform, and tries to explore the new thinking of Chinese homework in accordance with the development of the times with the help of psychological research. Based on the above research objectives, this study is divided into seven parts. The introduction introduces the origin, significance, literature review and thinking methods of the research. The first chapter, as the theoretical background of the full text, combs and analyzes the academic self and its thinking quality, and explains the relationship between Chinese homework, Chinese achievement and Chinese subject accomplishment under the concept of academic self. To provide theoretical support for the follow-up countermeasure research and reform practice. The second chapter is the implementation of senior high school Chinese homework and the exploration of the reform path, with the help of academic self-theory to develop a scale, through questionnaires and observation interviews two ways perspective on the impact of Chinese homework on academic self-study. Analyze the causes of students' lack of academic self, explore the path of academic self-regression. The third and fourth chapters take the Chinese homework reform as the breakthrough point and the academic self-theory as the tool to carry on the transverse cutting, forms the longitudinal line runs through, the horizontal line interweaves the structure: the third chapter discusses the horizontal reform aimed at the different class Chinese homework, The fourth chapter introduces the vertical experiment of Chinese homework which runs through three years in senior high school, describes "homework team", "daily Chinese", and "daily Chinese". The process of writing and writing. The fifth chapter is aimed at the reform practice at this stage, and looks forward to how to carry out the Chinese homework revolution based on academic self under the new curriculum standard, the new teaching material and the new college entrance examination. Finally, by combing the limitations of the study and looking forward to the direction of research, the whole study is reviewed and summarized. Through the research, we can draw the following conclusions: firstly, the reform of Chinese homework from the students' psychology of "learning" has more prominent practical significance and more precise implementation effect. Secondly, the Chinese autonomous practice model constructed by academic self-theory meets the students' physical and mental characteristics and development needs, and is more easily accepted and adopted by students, and is more conducive to the implementation and promotion of teachers. Thirdly, it reveals the way to acquire Chinese self-concept, that is, to intervene students' self-concept through homework to make it develop positively and to improve students' academic achievement and Chinese subject accomplishment. Fourth, we can explore a new job evaluation system from the communication of Chinese homework, so as to construct the strategy and method of job evaluation returning to life, and to highlight the value demand of job evaluation to emotional experience and other people's orientation.
【学位授予单位】：淮北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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