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小学语文主题式阅读教学设计研究

【作者】 刘培培

【导师】 朱德全;

【作者基本信息】 西南大学, 课程与教学论, 2017, 硕士

【摘要】 新课改理念下的阅读教学变革,提倡拓展学生的课外阅读量,培养学生搜集和处理信息以及获取新知识、分析和解决问题的能力,这体现了新课程改革欲打破传统阅读教学过于注重书本知识的情况,希望将学习者从书本的单向传递中解放出来,而提倡在“学生中心”的教学观中,积极探索激发学习者兴趣的教学方式。信息化时代技术的快速变革,促进阅读途径与方式的多样化,恰符合新课程改革中对阅读量以及阅读方式的变革要求,但同时也带来泛化阅读的情景。小学阶段是学习者所受教育的基础部分,若能在此中培养学习者良好的阅读习惯和阅读素养,那么将为学习者之后的学习打下牢固的基础。但如何在海量阅读材料中选择符合学习者需要的内容,又怎样组织众多材料以达到预计目标?主题式阅读教学将为延伸出的这些问题提供一些理论方法与思路。主题式阅读是在主题教学思想指导下,认为阅读活动应该与主题相结合,以此提升学习者阅读效率,拓展学习者阅读量。而主题式阅读多以一篇带多篇的方法,对某一主题进行深入研究,培养学习者广而专的学习习惯。在主题式阅读中,主题的扩展与延伸都与学习者密切相关,围绕学习者所需达到的学习目标、学习者的兴趣、学习者心理等选择内容、组织材料,帮助推动学习者积极性,提升分析和解决问题能力。而主题式阅读教学内容之间的紧密联系也将填充学习者的联想空白,更促进对文本内容和表达方式的理解。本论文主要在新课改阅读教学理念下剖析主题式阅读,并通过访谈法对主题式阅读教学实施现状轮廓有大致了解,其后,在此基础上研究主题式阅读教学设计操作框架,以期能够促进主题式阅读教学效率的进一步的提升。本研究的研究重点主要有以下三点:一是主题式阅读教学的内涵特征,主要包括其理论支撑、以及其要素间的关系,讨论了主题式阅读的内涵包括其化繁为简的本质、提纲挈领的功能等;二是探讨主题式阅读教学的现状,访谈中表明主题式阅读的确能够提升阅读量,在教学准备过程中主题选择和教学内容拓展是主题式教学预备的重点,但在主题式阅读教学中仍存在着教学目标模糊、教学内容无序、教学策略拘谨、教学评价无针对性等问题,这些问题的解决将对主题式阅读进行有更多利处;三是主题式阅读教学设计的操作框架,本研究依据前人对教学设计框架划分,将主题式阅读教学框架分为教学前端、教学目标、教学内容、教学策略、教学组织形式、教学评价六个方面,其中教学前端分析包括了主题选择、学习者分析等方面,是整个流程中最为基础的一个环节,对主题的把握将会促进带动后续活动的进行,因此,在此环节中,要注重分析;而教学目标、教学内容作为材料组织环节的关键,对材料的选择及其标准等在此环节中应该得到体现;教学策略、教学组织形式是教学实施过程中,对课堂的控制和引导关键,针对不同的主题、不同的教学内容应该有区别性的教学策略和组织形式;在教学评价环节中,是对主题式阅读教学过程的反馈,具有调节和激励作用,在评价形式、评价方法的采用上,要结合学习者和教学目的。在研究在以上基础的探讨下,本研究以“我的老师”和“祖国山水”为主题案例,并附加上对教学设计中的分析,以具体生动的方式呈现主题式阅读教学设计在理论层面指导下的设计过程,加深读者对主题式阅读教学设计运用的理解。当然在收获了一些成果的同时也发现了研究中的一些不足,期望能够在后续研究中能够继续有所突破。

【Abstract】 The reading teaching reform of new curriculum reform, advocates to expand the student’s extracurricular reading,And to cultivate students ’ ability to collect and process information, as well as training students the ability to acquire new knowledge and training students the ability to analyze and solve problems,this reflects the new curriculum reform want to break the traditional situation of too much emphasis on the teaching of reading books, hoping students to liberate from books,so under the "Student Center" concept, actively exploring teaching ways to stimulate learner interest.The rapid change in technology in the information era, promote the diversification of reading, and it satisfy the requirements of reading in the new curriculum reform, but it also brings the confusion of generalization reading.Primary school is one of the important part in the education process, if learners can cultivate good reading habit, will lay a solid basis for later learning.But how to select reading material from too much material meets the needs of learners, and how to organization this materials in order to achieve expected goals?Thematic reading instruction will provides some methods and ideas to solve the additional questions.under the conception of thematic teaching,thematic reading advocate that the guidance of reading activities should be combined with thematic units, to increase students ’ reading efficiency, upgrading learners ’ reading.Thematic reading always upgrade the ability of students to study in depth, by learning one article but it can drawn more articles.when you use thematic reading, the expansion and extension of the themes are related to the learners, Around learners were asked to meet the objectives, and learner’s interest, and learning psychology to select contentand organizing materials, helping to promote learner motivation, enhance the ability to analyze and solve problems.And in thematic reading, connection between teaching content will also fill the learners Association blank, but also to promote understanding of the text content and presentation.This paper analyzes the theme reading, directed by under the background of reading teaching idea in the new curriculum reform,and through interviews to have a preliminary understanding of the implementation of the thematic reading.Subsequently, research thematic reading’s instructional design operations on the basis of this framework, with a view to promoting thematic reading efficiency further improved.The focus of this study has three main points:first is the connotation of thematic reading teaching, including its theoretical support, and the relationship between the elements, and its discusses the connotation of the theme of reading including its complex nature, and the focus function;second is Discuss thematic reading teaching status and interview show that thematic reading can really increase the amount of reading. In the teaching process of preparing, to expand the theme selection and teaching content is the key of thematic teaching preparation. But in a theme based reading teaching still exist in the teaching target fuzzy, teaching content disorder, stiff teaching strategies, teaching evaluation no in view of the problems, the solution of these problems will bring more benefit to thematic reading.Third is the thematic reading teaching’s framework, based on the previous division of the design framework of teaching, theme reading teaching’s framework is divided into six aspects,including the teaching background, teaching objectives, teaching content, teaching strategies, teaching organization form, teaching evaluation,The teaching backgrond analysis includes the theme selection, the learner analysis, and so on. It is the most basic part of the whole process, and it will promote the follow-up activities,Therefore, in this process, attention should be paid to the background analysis clearly; and teaching objectives, teaching content as the tow key part of the material organization, on the material selection and standards in this part of the should be reflected; teaching strategies, teaching organization form is the teaching process, the classroom control and guide key, according to the different themes, different teaching content should have difference teaching strategy and organization form; in the aspect of teaching evaluation, on the subject of reading teaching process of feedback, with regulation and incentives, in the adoption of the evaluation, the evaluation method to combine learning and teaching purpose.Under discussion on the basis of the above, this study in the cases of ‘my teacher’and ‘the motherland’s mountains and rivers’, appearing additional analysis of instructional design, in a vivid way presented theme type reading teaching design under the guidance of the theoretical level in the design process, deepen readers to the theme of the reading teaching design using the understanding.Of course,when i harvest of some of the results of the study,i also found that some of the deficiencies,that i hope to be able to continue to make a breakthrough in the follow-up study.

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