初中语文课堂阅读教学“课眼”设计研究

发布时间：2018-10-19 13:50

【摘要】：高效课堂要求师生以尽可能少的时间、精力和物力的投入,取得教学效率的最大化和教学效益的最优化。在初中语文课堂阅读教学中,高效课堂就意味着教师要在有限的教学时间里引导学生与文本进行既有深度又有广度的对话。对话的展开需要一个切入口,也需要一个聚焦点,否则,盲目、分散的对话不能给学生理解和感悟文本提供正确的路径。而“课眼”就是学生与文本对话的切入口和聚焦点,引导学生由正确的路径走进文本,走近作者、走向自我。因此,设计合理而精彩的“课眼”,有利于学生高效理解和感悟文本,对提高课堂阅读教学的有效性有重要的意义。本文运用文献综述法从“课眼”的理论探究、“课眼”的实践研究、“课眼”的反思以及“课眼”的课例研究四个方面整理和评述了相关文献。发现关于“课眼”在教育教学理论的定性研究及教学实践的定量研究方面均有待深入,而关于“课眼”的研究多是单篇论文,因此本文力求从定性和定量两方面,运用问卷调查法与案例分析法,全方位、系统化地研究“课眼”,为“课眼”设计寻求学理依据和应用指导。论文主要分为以下几部分:第一部分,阐述论文的选题意义、文献综述、研究方法及相关界定说明,引出“初中语文课堂阅读教学‘课眼’设计”的论题。第二部分,对初中语文课堂阅读教学存在的问题及成因进行探讨。通过对初中语文课堂阅读教学现状进行问卷调查,发现在学生、教师和教学过程三个方面存在问题,并从教师对新课改理念的落实情况、课堂教学的设计情况、教师的文本解读情况、教师对学情的关注情况四个方面进行归因分析。进一步强调“课眼”设计的实践意义。第三部分,为“课眼”设计寻求理论依据与原则指导。根据贝塔朗菲的系统理论,“课眼”设计要遵循整体性原则;根据布鲁纳的认知教学理论,“课眼”设计要遵循目的性原则;根据巴班斯基的教学过程最优化理论,“课眼”设计要遵循适用性原则;根据罗杰斯的人本主义学习理论,“课眼”设计要遵循发展性原则。第四部分,针对初中语文课堂阅读教学存在的问题及成因分析,本文通过提供一些具体的“课眼”设计策略,来解决相关的问题。主要从以下三方面进行研究。第一,发现“课眼”时,要树立整体意识,根据连缀全课的教学活动或是贯穿全文的线索来设计“课眼”;第二,充实“课眼”时,要解读文本内涵,在探讨关键词内涵和品析语言特色的过程中设计“课眼”;第三,反思“课眼”时,要注重学生体验,以培养学生自学能力和关注学生情感体验为目标设计“课眼”。第五部分,总结全文,提炼观点。
[Abstract]:Efficient classroom requires teachers and students to invest as little time, energy and material resources as possible to maximize teaching efficiency and optimize teaching efficiency. In the middle school Chinese classroom reading teaching, the efficient classroom means that the teacher should guide the students to have a deep and wide dialogue with the text in the limited teaching time. Dialogue needs a portal and a focus, otherwise, blind and scattered dialogue can not provide a correct path for students to understand and understand the text. The "teaching eye" is the entrance and focus of the dialogue between the students and the text, leading the students from the correct path to the text, approaching the author and moving towards the self. Therefore, it is of great significance to design a reasonable and wonderful "lesson eye" for students to understand and understand the text efficiently and to improve the effectiveness of classroom reading teaching. In this paper, literature review is used to study the theory of "lesson eye", the practical study of "lesson eye", the reflection of "lesson eye" and the lesson case study of "lesson eye". It is found that the qualitative study of educational theory and the quantitative study of teaching practice need to be further explored, while the study on "lesson eye" is mostly a single paper, so this paper tries to make an effort in both qualitative and quantitative aspects. By using the method of questionnaire and case analysis, this paper studies the "lesson eye" in an all-round and systematic way, and seeks the theoretical basis and application guidance for the design of "lesson eye". The thesis is mainly divided into the following parts: the first part describes the significance of the topic, literature review, research methods and related definitions, leading to the topic of "the design of classroom reading teaching in junior middle school". The second part discusses the problems and causes of Chinese reading teaching in junior middle school. Through the questionnaire survey on the present situation of Chinese reading teaching in junior middle school, the author finds that there are some problems in three aspects: students, teachers and teaching process, and from the teachers' implementation of the new curriculum reform idea, the design of classroom teaching. Teachers' text interpretation and teachers' attention to learning situation are analyzed in four aspects: attribution analysis. Further emphasize the practical significance of the design of "lesson eye". The third part, seeks the theoretical basis and the principle instruction for the lesson eye design. According to Bettalonfeld's system theory, the design of "lesson eye" should follow the principle of integrity; according to Bruner's theory of cognitive teaching, the design of "lesson eye" should follow the principle of purpose; according to Barbanski's theory of optimization of teaching process, The design of "lesson eye" should follow the principle of applicability, and according to Rogers' theory of humanism, the design of "lesson eye" should follow the principle of development. The fourth part, in view of the junior middle school Chinese classroom reading teaching existence question and the cause analysis, this article through provides some concrete "lesson eye" the design strategy, solves the related question. Mainly from the following three aspects of research. First, when discovering a "lesson eye," we should set up an overall consciousness and design the "lesson eye" according to the teaching activities of the whole class or the clues running through the full text; second, when we enrich the "lesson eye," we should interpret the connotation of the text. In the process of discussing the connotation of key words and analyzing language characteristics, we should design "lesson eyes"; third, when we reflect on "lesson eyes", we should pay attention to students' experience and design "lesson eyes" with the aim of cultivating students' self-study ability and paying attention to students' emotional experience. The fifth part, summarizes the full text, refines the viewpoint.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.33

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