“支架”视域下的中学语文生成性教学
发布时间：2018-09-10 11:49
【摘要】：随着基础教育课程改革的不断深化,中学语文课堂也不断地发生着变化,中学教师的观念也在不断更新。传统课堂教学理念早已不再适合当代社会发展的主题,而“将学生置于主体地位、强调课堂的动态生成性”,就成为现代课程理念的最大特点。生成性课堂教学强调学生的主体地位,强调课堂的“生成性”,但是如何有效地实现生成性教学,就成为大家关注的焦点。事实上,“支架”就可以帮助教师实现教学的“生成性”。“支架”(scaffolding),旨在提供一种暂时性帮助,它的目的有二:一是实现课堂教学目的,二是形成生成性教学。“支架”理论源于建构主义,根植于维果斯基的“最近发展区”;建构主义的主要观点是“知识是由学习者主动建构的”。这就将学习的“主动权”交还给了学生,学生才是学习的主体,教师在课堂上提供适宜的有利于学生主动建构自己知识的“脚手架”。中学课堂上教师为学生所提供的“脚手架”,就是根据学生的情况而不断进行调整的,因而整节课堂必然为动态生成的教学。本研究从“支架”理论的角度出发,结合已有的优秀教学案例,探讨了我国中学生成性教学应有的特征及内涵。最后再在“支架”理论框架下进行一份弹性预设的教学设计活动。而这便是本研究期望给我国当前中学语文课堂教学提供一种有益的参考。
[Abstract]:With the deepening of the reform of the basic education curriculum, the Chinese classroom in middle schools is constantly changing, and the concept of middle school teachers is constantly updated. In fact, scaffolding can help teachers to realize the generative nature of teaching, which aims to provide a temporary nature. Help has two purposes: one is to achieve the purpose of classroom teaching, the other is to form generative teaching. "Scaffolding" theory originates from constructivism, rooted in Vygosky's "Zone of Recent Development"; the main point of constructivism is that "knowledge is constructed by learners on their own initiative." This gives the "initiative" of learning back to students, students. The "scaffolding" provided by teachers in middle school classes is constantly adjusted according to the situation of students, so the whole class is bound to be a dynamic generation of teaching. From the point of view of theory, this paper discusses the characteristics and connotation of Chinese middle school students'sex teaching by combining the existing excellent teaching cases. Finally, a flexible presupposition teaching design activity is carried out under the framework of "scaffolding" theory, which is expected to provide a useful reference for the current Chinese classroom teaching in middle schools in China.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2234356
[Abstract]:With the deepening of the reform of the basic education curriculum, the Chinese classroom in middle schools is constantly changing, and the concept of middle school teachers is constantly updated. In fact, scaffolding can help teachers to realize the generative nature of teaching, which aims to provide a temporary nature. Help has two purposes: one is to achieve the purpose of classroom teaching, the other is to form generative teaching. "Scaffolding" theory originates from constructivism, rooted in Vygosky's "Zone of Recent Development"; the main point of constructivism is that "knowledge is constructed by learners on their own initiative." This gives the "initiative" of learning back to students, students. The "scaffolding" provided by teachers in middle school classes is constantly adjusted according to the situation of students, so the whole class is bound to be a dynamic generation of teaching. From the point of view of theory, this paper discusses the characteristics and connotation of Chinese middle school students'sex teaching by combining the existing excellent teaching cases. Finally, a flexible presupposition teaching design activity is carried out under the framework of "scaffolding" theory, which is expected to provide a useful reference for the current Chinese classroom teaching in middle schools in China.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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