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基于体验学习的小学语文情境创设研究 ——以第一学段阅读教学为例

【作者】 谭景凤

【导师】 于波;

【作者基本信息】 西南大学, 基础教育学, 2018, 硕士

【副题名】以第一学段阅读教学为例

【摘要】 体验学习是现代教育中的一种教学理念,也是实践性很强的教学方式,在小学语文阅读教学中实施体验学习,有助于学生在语文学习中兼顾语言文字能力的提高和人文精神的培养,情境创设是影响语文阅读体验学习效果的重要因素。合理的情境创设能够激发学生的阅读兴趣和语文学习的兴趣;改变学生的学习方式,促进对语文的深度学习;厘清学习主体,培养学生对于学习的主体意识;还可以促进学生将知识学习与生活和生命体验相结合。本研究以小学二年级课文《从现在开始为例》对小学语文阅读体验学习的情境创设进行研究。本研究主要从以下几个方面进行:第一部分,引言。对体验学习和情境创设的文献进行梳理,在已有研究基础上确定本研究的问题及研究框架。第二部分,体验学习的视野下,如何理解小学语文阅读的基本理念,界定小学语文阅读体验学习的内涵、探寻小学语文体验学习的特征和理论基础。第三部分,小学语文体验学习情境创设的分析。界定小学语文阅读体验学习中的情境创设,阐明体验学习的情境创设具有独特性和重要教育价值。第四部分,小学语文阅读体验学习中的情境创设。构建小学语文阅读体验学习情境创设的研究框架,提出学习活动设计阶段的情境创设依据和原则,体验学习活动实施的步骤和要点以及学习活动评价的原则和维度。第五部分,小学语文阅读体验学习情境创设的案例分析。通过分析课堂教学的案例,研究同一教师的三次授课中,对同一教学内容进行体验情境设置的差距。第六部分,研究结论与建议。本研究的结论:教师的情境创设可以引导学生实行体验学习活动;情境创设也能提高教师的教学水平,有效的情境创设助力学生学习活动的实施;教师创设的情境反映了教学观念。根据研究的结论提出相关建议。本研究只选取了小学第一学段的阅读教学案例进行研究,没有研究第二、三学段,因此具有一定的局限性。对于其他学段的研究还需要进一步思考和分析。

【Abstract】 Experiential learning is a teaching concept and a very practical teaching method in the modern education.Implementing the experiential learning to primary language teaching reading can help students to cultivate and improve both language ability and humanistic spirit in Chinese learning.The creation of situation is an important factor that influences the learning effect of primary learning reading experience.Creating a reasonable situation not only stimulates students’ interest in reading and language learning but also changes the learning mode of students,promotes deep learning of Chinese language,clarifies the subject of learning and trains students’ subject consciousness towards learning;it also can help students to promote the combination between knowledge learning and life experience.In this study,I take the text of grade two: <Start now> as an example to study the situation creation of primary language experiential learning.This study mainly focus on the following aspects:The first part is introduction,tease out the literature of experiential learning and situation creation and identify the problems and research framework of this study on the basis of the existing research.The second part,from the perspective of experiential learning,I offered several ways to understand the basic concepts of primary language reading,define the connotation of primary language reading,and explore the characteristics and theoretical basis of experiential learning in primary school.The third part,analyze the situation creation of the primary language experience learning.Define the situation creation of experiential learning in primary language reading,clarify the situation creation of experiential learning for primary language reading is unique and has great educational value.The fourth part,the situation creation in the experience of learning for primary language reading.Construct the research framework of experiential learning for primary language reading,put forward the basis and principles of situation creation for the stage of learning activities design,experience the steps and main points implemented by learning activities to learn principles and dimensions of learning activity evaluation.The fifth part is a case study on the situation creation of experiential learning for primary language reading,through the analysis of the case of classroom teaching,research the experiential learning disparities of thethree lessons given by the same teacher for the same teaching content.The sixth part is all about the research conclusions and suggestions.This study shows that teachers’ situation creation plays a guiding role in students’ learning activities.Effective situation creation helps students to implement the learning activities.The situation created by teachers reflects their concept of teaching.Based on research conclusions,put forward some relevant suggestions.In this research,I only selected the first stage of primary language reading teaching as a case study.Since there is no information on the second and third stage,it still has some limitations.The studies of other sections need to be further considered and analyzed.

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  • 【网络出版投稿人】 西南大学
  • 【分类号】G623.2
  • 【下载频次】520
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