初中文言文课堂教学有效性评价指标体系研究

发布时间：2018-11-26 11:53

【摘要】：初中文言文课堂教学是语文教学不可缺少的一部分,它承担着培育学生文言素养的重大责任。然而当下文言教学,“高耗低效”“费时费力”等低效教学现象屡见不鲜。如何提高初文言文课堂教学有效性成为文言文课堂教学改革中急需解决一个重要问题。本研究通过对当下初中文言文课堂教学实践调查和文献研究,试图建构一套科学有效的初中文言文课堂教学有效性指标体系并充分发挥其导向、描述、预测功能,以期提高初中文言文课堂教学的有效性。本研究将初中文言文课堂教学有效性评价指标作为核心问题加以讨论。具体研究内容如下:首先,分析影响初中文言文课堂教学有效性的影响因素。本研究通过文献研究法梳理有关文言文课堂教学有效性的文献,发现影响文言文课堂教学有效性因素主要有教学目标、教学内容、教学方法、阅读教学过程等;在文献梳理的基础上编制“初中文言文课堂教学有效性”调查问卷,调查结果显示:学生低效学习行为主要表现为上课缺乏学习兴趣、以机械学习为主、学习目标不清楚、疏于诵读;教师的低效教学行为表现为注入式教学、低效教学目标、低效教学内容。其次,建立《初中文言文课堂教学有效性评价指标体系》。该体系以语文课程标准中有关7-9年级文言文学习目标、有意义学习理论、建构主义学习理论、赞可夫发展性教学理论为理据。通过文献研究、问卷调查、专家咨询、教师访谈等方法,从初中文言文课堂教学中“教学目标”、“教学过程”和“教学方法”“教学内容”、“学生参与”“学生学习结果”六个维度构建了包括六项一级指标、20项二级指标及权重在内的初中文言文课堂教学有效性评价指标体系。第三,《初中文言文课堂教学有效性评价指标体系》的实践探索。本研究运用开发的“初中文言文课堂教学有效性评价量表”,对两位教师《小石潭记》课堂教学进行评分比较,评价结果是对该课例的量化评定,无论从总体上还是从不同级别的指标上,反映了初中文言文课堂教学的实际状况。经过对指标的量化处理教师可以找出自己存在的问题,进而提高初中文言文课堂教学效率。
[Abstract]:The classroom teaching of classical Chinese in junior high school is an indispensable part of Chinese teaching, which bears the great responsibility of cultivating students' classical Chinese literacy. However, when teaching classical Chinese, such inefficient teaching phenomena as "high consumption and low efficiency" and "time-consuming and laborious" are common. How to improve the effectiveness of early classical Chinese classroom teaching has become an important problem in classical Chinese classroom teaching reform. This study attempts to construct a scientific and effective index system for the effectiveness of classical Chinese teaching in junior high school and give full play to its functions of guidance, description and prediction through the investigation of classroom teaching practice and literature research on classical Chinese in junior high school. In order to improve the effectiveness of classroom teaching of classical Chinese in junior high school. This study discusses the effectiveness evaluation index of classical Chinese teaching in junior high school. The specific contents of the study are as follows: firstly, the paper analyzes the factors that affect the effectiveness of classical Chinese teaching in junior high school. This study combs the literature on the effectiveness of classical Chinese classroom teaching by literature research, and finds out that the main factors affecting the effectiveness of classical Chinese classroom teaching are teaching objectives, teaching content, teaching methods, reading teaching process and so on. On the basis of literature combing, the questionnaire of "effectiveness of Classical Chinese classroom Teaching in Junior Middle School" is compiled. The results show that the students' inefficient learning behavior is mainly manifested in the lack of interest in learning in class, mainly in mechanical learning, and the learning goal is not clear. Neglect to read; Teachers' inefficient teaching behavior is characterized by injection teaching, inefficient teaching objectives and inefficient teaching contents. Second, the establishment of a junior high school classical Chinese classroom teaching effectiveness evaluation index system. The system is based on the learning objectives of classical Chinese for grades 7-9, meaningful learning theory, constructivism learning theory and Zankoff's developmental teaching theory. Through the methods of literature research, questionnaire investigation, expert consultation, teacher interview and so on, from the aspects of "teaching goal", "teaching process" and "teaching method", "teaching content" in classical Chinese classroom teaching in junior high school, The six dimensions of "Student participation" and "Student Learning result" construct the evaluation index system of the effectiveness of classical Chinese teaching in junior high school, which includes six first-level indexes, 20 second-level indexes and weight. Third, the practical exploration of the effectiveness evaluation index system of classical Chinese teaching in junior middle school. In this study, the effectiveness evaluation scale of classical Chinese teaching in junior high school was used to compare the two teachers' classroom teaching of Little Stone Tam. The evaluation result was a quantitative evaluation of the class example. It reflects the actual situation of classical Chinese teaching in junior high school both in general and in different levels. Teachers can find out their own problems and improve the efficiency of classical Chinese teaching in junior high school.
【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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