初中语文综合性学习实施现状及对策研究

发布时间：2018-07-17 17:22

【摘要】：2001年《全日制义务教育语文课程标准(实验稿)》首次将“语文综合性学习”作为一个独立的课程模块提出,语文教材也设置了相应的综合性学习板块。在一定程度上,语文综合性学习充分体现了语文学科综合性、实践性的课程本质,对学生语文思维的培养、语文能力的提高乃至整个语文素养的形成和发展都起着重要的作用。然而现实教学中,语文综合性学习的实施还存在诸多问题。故本研究将初中语文综合性学习作为研究对象,以期对初中语文综合性学习的实施进行理论研究与实践探索。本研究采用文献研究法、问卷调查法和访谈法展开研究。在查阅文献资料的基础上,依据课标相关实施建议,咨询导师意见,编制调查问卷和访谈提纲,展开实证研究,了解初中语文综合性学习的实施现状,经过数据统计与分析,发现存在以下问题：教师对语文综合性学习的认识不到位,指导不科学合理；活动内容多依赖教材,很少主动开发课程资源；开展方式落后,学生主体地位缺失。学生小组合作情况不容乐观；探究精神和探究能力不足。笔者针对以上问题提出了以下改进对策：教师要认真研读课程标准,全面认识语文综合性学习；立足学生,结合当地实际情况,确定综合性学习活动主题；创新教学方法,激发学生参与活动的兴趣；注重过程和方法指导,保障综合性学习有效进行；形成多元评价,促进学生发展。
[Abstract]:In 2001, the Standard of Chinese Curriculum for Full-time compulsory Education (Experimental draft) first put forward "Chinese Comprehensive Learning" as an independent curriculum module, and the Chinese textbook also set up the corresponding comprehensive learning plate. To a certain extent, the comprehensive learning of Chinese has fully reflected the comprehensive and practical curriculum nature of Chinese, which plays an important role in the cultivation of students' Chinese thinking, the improvement of their Chinese ability and even the formation and development of the whole Chinese literacy. However, in practical teaching, there are still many problems in the implementation of Chinese comprehensive learning. Therefore, this study takes Chinese comprehensive learning in junior middle school as the research object, in order to carry out theoretical research and practical exploration on the implementation of junior high school Chinese comprehensive learning. This study uses literature research, questionnaire survey and interview to carry out the research. On the basis of consulting literature, according to the relevant implementation suggestions of curriculum standard, consulting tutor opinion, compiling questionnaire and interview outline, carrying out empirical research, understanding the implementation status of Chinese comprehensive learning in junior high school, through data statistics and analysis, It is found that the following problems exist: teachers' understanding of comprehensive Chinese learning is not in place and the guidance is not scientific and reasonable; the content of activities depends more on teaching materials and seldom actively develops curriculum resources; the way of development is backward and the status of students' main body is missing. The student group cooperation situation is not optimistic; the inquiring spirit and the inquiry ability are insufficient. In view of the above problems, the author puts forward the following countermeasures: teachers should study the curriculum standards seriously, fully understand the comprehensive learning of Chinese; base on students, combine with the local actual situation, determine the theme of comprehensive learning activities; innovate teaching methods, To stimulate the interest of students to participate in the activities; to pay attention to the process and method guidance to ensure the effective conduct of comprehensive learning; to form multiple evaluation to promote the development of students.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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