分层教学在高中文言文教学中的应用研究

发布时间：2019-05-28 23:30

【摘要】：人与人之间的差异生而有之,对于教师来说,要认识到每个学生在生活环境、知识储备、学习能力、接受能力、兴趣爱好等方面都有不同程度的差异。在一个课堂中,教师如果继续采取过去传统课堂“一刀切”的教学模式,对所有学生都采取同样的教学方法,显然不能满足不同学生对学习的需求,在教学实践中,更无法达到《普通高中语文课程标准》中所规定的对于学生要采取差异性教学的要求。孔子在2000多年前就提出了因材施教,这充分肯定了学生之间是存在差异的,并且应该针对这种差异采用不同的教学方法。文言文教学是高中语文教学中的重点和难点,高中语文教科书中所甄选的文言文都是经过了几百年甚至上千年的历史淘洗后流传下来的经典,每一篇文章都具有丰富的思想哲理。教师必须重视每一位学生,要根据学生不同的学习能力、知识背景等方面,提出不同的要求,使每一位学生都能在课堂上养成良好的学习习惯,在文言文学习能力上得到提升,在文言文的学习过程中获得满足感,体会中国优秀传统文化的博大精深。本论文由四部分组成:第一部分,针对高中文言文教学中存在的问题,笔者查阅了大量文献,从国内外研究者对于分层教学发展的研究,到高中语文分层教学的研究,再到高中文言文分层教学的研究,进行了全面了解。第二部分,对高中文言文教学现状进行调查。采用问卷调查法,对文言文教学现状进行了调查研究,了解教师在文言文教学中的现状和学生在学习文言文时的学习现状。第三部分,根据调查研究的结果,笔者得出以下结论:教师的教学观念落后、分层意识不强、教学模式单调老套。学生对文言文缺乏兴趣、缺少方法,传统的教学方法难以适应当代的学生。第四部分,根据问卷调查结果中出现的问题及相关研究,笔者结合自身文言文教学实践提出高中文言文分层教学具体教学模式,即:(1)对学生的分层要体现客观性、动态性;(2)为学生量身确定教学目标,保护学生学习积极性;(3)课堂上要分层施教,满足不同学生的需求;(4)采用有层次的作业体系,有效巩固已有知识;(5)采用分层考核评价,激励学生逐步向上。(6)切合高考现状,保证文言文分层教学有效实施。
[Abstract]:The differences between people are born. For teachers, it is necessary to realize that each student has different degrees of differences in living environment, knowledge reserve, learning ability, acceptance ability, interests and hobbies. In a classroom, if teachers continue to adopt the traditional classroom "one-size-fits-all" teaching model and adopt the same teaching method for all students, it is obvious that they can not meet the learning needs of different students. In teaching practice, It can not meet the requirements of different teaching for students stipulated in the Chinese Curriculum Standard of Senior High School. Confucius put forward teaching according to his aptitude more than 2000 years ago, which fully affirmed that there are differences among students, and different teaching methods should be adopted in view of this difference. Classical Chinese teaching is the key and difficult point in senior high school Chinese teaching. The classical Chinese texts selected in senior high school Chinese textbooks are classics handed down after hundreds or even thousands of years of historical washing. Every article has a rich philosophy of thought. Teachers must attach importance to each student, put forward different requirements according to students' different learning ability, knowledge background and so on, so that every student can form good learning habits in class and improve his learning ability in classical Chinese. In the process of learning classical Chinese, we can get satisfaction and experience the breadth and depth of Chinese excellent traditional culture. This paper consists of four parts: the first part, in view of the problems existing in the teaching of classical Chinese in senior high school, the author refers to a large number of literature, from the domestic and foreign researchers on the development of hierarchical teaching, to the research of hierarchical teaching of Chinese in senior high school. Then to the senior high school classical Chinese hierarchical teaching research, carried on the comprehensive understanding. The second part investigates the present situation of classical Chinese teaching in senior high school. By means of questionnaire survey, this paper makes an investigation and study on the present situation of classical Chinese teaching, and understands the present situation of teachers in classical Chinese teaching and the present situation of students' learning in classical Chinese. In the third part, according to the results of investigation and research, the author draws the following conclusions: teachers' teaching concept is backward, the consciousness of stratification is not strong, and the teaching mode is monotonous and old-fashioned. Students lack interest in classical Chinese, lack of methods, traditional teaching methods are difficult to adapt to contemporary students. In the fourth part, according to the problems and related research in the results of questionnaire survey, the author puts forward the concrete teaching mode of classical Chinese teaching in senior high school according to his own classical Chinese teaching practice, that is, (1) the stratification of students should embody objectivity. Dynamic; (2) to determine the teaching objectives for students and protect their enthusiasm for learning; (3) to teach at different levels in class to meet the needs of different students; (4) to adopt a hierarchical homework system to effectively consolidate the existing knowledge; (5) using hierarchical assessment and evaluation to motivate students to step up step by step. (6) to meet the present situation of college entrance examination and ensure the effective implementation of layered teaching of classical Chinese.
【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

【相似文献】