试论郭初阳课堂教学的“4R”艺术
发布时间：2019-06-10 14:11
【摘要】：课堂教学的标新立异,是推动新时代语文教学发展的重要动力,自2011年新课程标准的华丽诞生,一批“新生代”教师,踏着创造的步伐走在了语文教学改革的道路上,他们为当代的语文教学带来了独特而丰富的视听盛宴。在这一大批新潮的教学能手中,郭初阳老师以其“异态”教学被无数教育工作者品头论足,赞美的欢呼声和批判的怒斥声相互夹杂,然而,在各类教育人士推敲与品味的同时,郭老师这位“不羁放纵爱自由”的语文教学改革者,正用他独特的“4R”课程模体培育着一批具有独立精神与自由思想的公民。本文试图对郭初阳老师的课堂教学的“4R”艺术进行客观科学的探讨。本文具体分为四个部分。第一部分为引言与文献综述。这一部分从两个领域入手,首先是“4R”理论对语文教学影响的研究现状,探究学者们对后现代课程观下的语文教学启示的分析。其次是郭初阳课堂教学的研究现状,以具体的课堂实例为参考标准,了解当前国内有关郭初阳老师的语文教学的研究。第二部分为第一章,郭初阳课堂教学“4R”艺术的内涵。这一部分细致阐述了“4R”课程模体的基本内涵,分析了郭初阳课堂教学实践中的“4R”艺术的内涵。第三部分为第二章,郭初阳课堂教学“4R”艺术的呈现。这一部分以郭初阳老师具体的课堂教学实例为依据,分析“4R”课程模体在其语文教学活动中的具体呈现。第四部分为第三章,郭初阳课堂教学“4R”艺术的效能。这一部分着重分析了郭初阳课堂教学的“4R”艺术为后现代课程观和当代语文课堂教学带来的启示和反思。从课程观角度分析,深化了课程观念,阐明了课程范式,突破了理论束缚,搭建了实践桥梁;从课堂教学角度分析,激发了后现代语文教学热潮,督促了语文教师专业知识与文学素养的提高,提醒教学者们反思后现代思潮下的教学迷失。纵览全篇,本文对郭初阳课堂教学的“4R”艺术进行了细致全面的梳理与探究,诚望能深化语文课程理念,促进课程理论与教学实践的结合。同时,还望能给一线语文教学工作者们带来语文教学创新的参考和启示,通过对郭初阳老师课堂教学理性的分析,培育教师教学创新发展的勇气和智慧。
[Abstract]:The new standard of classroom teaching is an important motive force to promote the development of Chinese teaching in the new era. Since the magnificent birth of the new curriculum standard in 2011, a group of "cenozoic" teachers, with the pace of creation, is on the road of the Chinese teaching reform. They have brought a unique and rich audio-visual feast for contemporary Chinese teaching. In this great wave of new teaching, Guo Chuanyang, with his "heteromorphism" teaching, has been covered with numerous educators, and the cheers of praise and the criticism are mixed with each other. However, at the same time of all kinds of educational people, Guo teacher, the "to be free of love" 's language teaching reformer, is cultivating a group of citizens with independent spirit and freedom thought with his unique "4R" curriculum phantom. This paper attempts to make an objective and scientific study of the "4R" art of the class teaching of Guo Chuanyang. This paper is divided into four parts. The first part is the introduction and the literature review. This part starts with two fields, first is the study of the influence of the "4R" theory on the Chinese teaching, and probes into the analysis of the enlightenment of the Chinese teaching in the post-modern course. The second is the status of the study of the class teaching in Guo Chuyang, with the specific example of the classroom as the reference standard, and the study of the Chinese teaching of Guo Chuang's teacher in the country. The second part is the connotation of the "4R" art in the first chapter. This part elaborated the basic connotation of the "4R" course body, and analyzed the connotation of the "4R" art in the classroom teaching practice of Guo Chuanyang. The third part is the presentation of the "4R" art in the second chapter. This part is based on the specific class teaching examples of the teacher Guo Chuanyang, and analyzes the concrete presentation of the "4R" curriculum model in the Chinese teaching activity. The fourth part is divided into the third chapter, Guo Chuanyang classroom teaching "4R" art performance. This part analyses the "4R" art of Guo's first-stage classroom teaching as the post-modern curriculum view and the enlightenment and reflection of the contemporary Chinese classroom teaching. From the perspective of the course view, the concept of the course is deepened, the course pattern is set out, the theoretical bound is broken, and the practical bridge is set up; from the point of view of the classroom teaching, the upsurge of the post-modern Chinese teaching is stimulated, and the professional knowledge of the Chinese teachers and the improvement of the literary literacy are urged. Remind the teaching people to reflect on the teaching loss under the post-modern trend of thought. In view of the whole article, this paper makes a detailed and comprehensive analysis and inquiry of the "4R" art in the classroom teaching of Guo Chuang, and hopes to deepen the Chinese course concept and promote the combination of the course theory and the teaching practice. At the same time, we hope to bring the reference and enlightenment of Chinese teaching innovation to the first-line Chinese teaching workers, and to cultivate the courage and wisdom of the teacher's teaching innovation development through the analysis of the classroom teaching rationality of the teacher of Guo Chuanyang.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
，
本文编号：2496511
[Abstract]:The new standard of classroom teaching is an important motive force to promote the development of Chinese teaching in the new era. Since the magnificent birth of the new curriculum standard in 2011, a group of "cenozoic" teachers, with the pace of creation, is on the road of the Chinese teaching reform. They have brought a unique and rich audio-visual feast for contemporary Chinese teaching. In this great wave of new teaching, Guo Chuanyang, with his "heteromorphism" teaching, has been covered with numerous educators, and the cheers of praise and the criticism are mixed with each other. However, at the same time of all kinds of educational people, Guo teacher, the "to be free of love" 's language teaching reformer, is cultivating a group of citizens with independent spirit and freedom thought with his unique "4R" curriculum phantom. This paper attempts to make an objective and scientific study of the "4R" art of the class teaching of Guo Chuanyang. This paper is divided into four parts. The first part is the introduction and the literature review. This part starts with two fields, first is the study of the influence of the "4R" theory on the Chinese teaching, and probes into the analysis of the enlightenment of the Chinese teaching in the post-modern course. The second is the status of the study of the class teaching in Guo Chuyang, with the specific example of the classroom as the reference standard, and the study of the Chinese teaching of Guo Chuang's teacher in the country. The second part is the connotation of the "4R" art in the first chapter. This part elaborated the basic connotation of the "4R" course body, and analyzed the connotation of the "4R" art in the classroom teaching practice of Guo Chuanyang. The third part is the presentation of the "4R" art in the second chapter. This part is based on the specific class teaching examples of the teacher Guo Chuanyang, and analyzes the concrete presentation of the "4R" curriculum model in the Chinese teaching activity. The fourth part is divided into the third chapter, Guo Chuanyang classroom teaching "4R" art performance. This part analyses the "4R" art of Guo's first-stage classroom teaching as the post-modern curriculum view and the enlightenment and reflection of the contemporary Chinese classroom teaching. From the perspective of the course view, the concept of the course is deepened, the course pattern is set out, the theoretical bound is broken, and the practical bridge is set up; from the point of view of the classroom teaching, the upsurge of the post-modern Chinese teaching is stimulated, and the professional knowledge of the Chinese teachers and the improvement of the literary literacy are urged. Remind the teaching people to reflect on the teaching loss under the post-modern trend of thought. In view of the whole article, this paper makes a detailed and comprehensive analysis and inquiry of the "4R" art in the classroom teaching of Guo Chuang, and hopes to deepen the Chinese course concept and promote the combination of the course theory and the teaching practice. At the same time, we hope to bring the reference and enlightenment of Chinese teaching innovation to the first-line Chinese teaching workers, and to cultivate the courage and wisdom of the teacher's teaching innovation development through the analysis of the classroom teaching rationality of the teacher of Guo Chuanyang.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
，
本文编号：2496511
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