初高中语文阅读教学衔接研究
发布时间：2018-11-20 10:47
【摘要】：从认知发展规律的角度来看,两个相邻教育阶段的课程,都应具有整体性、连贯性和序进性,这是任何一门学科教育都必须秉承的原则。因此,中学阶段的语文阅读学习也要由浅入深,从简至繁,循序渐进。这条原则体现在具体教学实践中,就是教育者要明确每阶段课程目标,根据学生的起点能力和认知水平有针对性地设计具体适切的教学目标,再以目标为导向开展阅读教学活动。据论文写作前期对本地区高一年级师生问卷调查的数据显示,高一新生对高中语文阅读教学存在一定程度的不适应,该现象将影响语文阅读的后续学习。因此,阅读教学衔接是一线教师必须关注的课程问题。鉴于单纯针对初高中阅读教学衔接的研究较少,阅读教学衔接大多作为局部相关的内容出现在初高中语文教学整体衔接的研究中,并且针对初高中阅读教学衔接给予具体指导的研究成果更少,本文将从问卷调查入手进行研究,希望能在前人的基础上完善不足。论文通过对写作前期学生与教师问卷调查数据的分析,总结当前本地区初高中阅读教学衔接的现状,并以教育课程理论作为依据,从教学和学生两个方面进行因素分析,尽可能具体论述高中阅读教学应如何在课程目标、课堂教学、教师理念、学生的非智力因素和学习方法等方面进行衔接,以帮助高中新生提升阅读学习效能,顺利适应高中语文阅读学习。全文分为四大部分:第一部分首先对初高中语文阅读教学衔接概念进行阐述,对研究的理论依据进行说明。第二部分对初高中阅读教学衔接现状进行问卷调查,分别从高中学生和教师的角度进行调查与统计分析,总结初高中阅读教学衔接的现状和问题所在。第三部分对调查得出的影响初高中语文阅读教学衔接的因素从教师、学生的角度做出分析与整合。第四部分从教学实际出发,针对第三部分所论及衔接问题及原因提出具体衔接实施建议。
[Abstract]:From the perspective of the law of cognitive development, the curriculum of the two adjacent stages of education should be holistic, coherent and progressive, which is the principle that any subject education must uphold. Therefore, the middle school language reading learning should be from simple to complex, step by step. This principle is embodied in the concrete teaching practice, that is, educators should clearly define the curriculum objectives of each stage and design specific and appropriate teaching objectives according to the students' starting ability and cognitive level. Then the goal-oriented reading teaching activities. According to the data of the questionnaire survey on the teachers and students in the first grade of senior high school in the early stage of writing the paper shows that the freshmen of senior high school do not adapt to the teaching of Chinese reading in high school to a certain extent and this phenomenon will affect the follow-up study of Chinese reading. Therefore, the link of reading teaching is the first line teachers must pay attention to the curriculum. In view of the fact that there are few researches on the cohesion of middle and high school reading teaching, the cohesion of reading teaching mostly appears as part of the relevant content in the study of the overall cohesion of Chinese teaching in middle and high schools. And for the junior high school reading teaching to give specific guidance to the research results less, this paper will start with a questionnaire study, hoping to improve on the basis of previous deficiencies. Based on the analysis of the questionnaire survey data between students and teachers in the early stage of writing, this paper summarizes the current situation of the link between middle and high school reading teaching in this area, and analyzes the factors from the two aspects of teaching and students on the basis of the educational curriculum theory. As far as possible, this paper discusses how the reading teaching in senior high school should be connected in the aspects of curriculum objectives, classroom teaching, teachers' ideas, students' non-intellectual factors and learning methods, so as to help the senior high school freshmen to improve their reading learning efficiency. Smooth adaptation to high school Chinese reading learning. The thesis is divided into four parts: the first part expounds the concept of cohesion in middle and high school Chinese reading teaching and explains the theoretical basis of the study. The second part carries on the questionnaire survey to the middle and high school reading teaching cohesion situation, carries on the investigation and the statistical analysis separately from the high school student and the teacher's angle, summarizes the middle and high school reading teaching cohesion present situation and the question lies. The third part analyzes and integrates the factors that affect the cohesion of Chinese reading teaching in middle and high schools from the angles of teachers and students. The fourth part is based on the teaching practice, and puts forward some practical suggestions on the problems and reasons of cohesion discussed in the third part.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.33
本文编号：2344697
[Abstract]:From the perspective of the law of cognitive development, the curriculum of the two adjacent stages of education should be holistic, coherent and progressive, which is the principle that any subject education must uphold. Therefore, the middle school language reading learning should be from simple to complex, step by step. This principle is embodied in the concrete teaching practice, that is, educators should clearly define the curriculum objectives of each stage and design specific and appropriate teaching objectives according to the students' starting ability and cognitive level. Then the goal-oriented reading teaching activities. According to the data of the questionnaire survey on the teachers and students in the first grade of senior high school in the early stage of writing the paper shows that the freshmen of senior high school do not adapt to the teaching of Chinese reading in high school to a certain extent and this phenomenon will affect the follow-up study of Chinese reading. Therefore, the link of reading teaching is the first line teachers must pay attention to the curriculum. In view of the fact that there are few researches on the cohesion of middle and high school reading teaching, the cohesion of reading teaching mostly appears as part of the relevant content in the study of the overall cohesion of Chinese teaching in middle and high schools. And for the junior high school reading teaching to give specific guidance to the research results less, this paper will start with a questionnaire study, hoping to improve on the basis of previous deficiencies. Based on the analysis of the questionnaire survey data between students and teachers in the early stage of writing, this paper summarizes the current situation of the link between middle and high school reading teaching in this area, and analyzes the factors from the two aspects of teaching and students on the basis of the educational curriculum theory. As far as possible, this paper discusses how the reading teaching in senior high school should be connected in the aspects of curriculum objectives, classroom teaching, teachers' ideas, students' non-intellectual factors and learning methods, so as to help the senior high school freshmen to improve their reading learning efficiency. Smooth adaptation to high school Chinese reading learning. The thesis is divided into four parts: the first part expounds the concept of cohesion in middle and high school Chinese reading teaching and explains the theoretical basis of the study. The second part carries on the questionnaire survey to the middle and high school reading teaching cohesion situation, carries on the investigation and the statistical analysis separately from the high school student and the teacher's angle, summarizes the middle and high school reading teaching cohesion present situation and the question lies. The third part analyzes and integrates the factors that affect the cohesion of Chinese reading teaching in middle and high schools from the angles of teachers and students. The fourth part is based on the teaching practice, and puts forward some practical suggestions on the problems and reasons of cohesion discussed in the third part.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.33
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