本文選題：高中小說 + 課堂教學內(nèi)容��； 參考：《廣西師范大學》2015年碩士論文

【摘要】：從整個教學活動來看,教學內(nèi)容的確定在教學活動中占據(jù)核心的地位,它影響著整個教學活動的有序進行。課堂教學內(nèi)容的研究是語文課程研究中的基礎問題。本研究認為語文課堂教學內(nèi)容,需要結(jié)合教材層面和課堂教學層面進行考察。高中小說課堂教學內(nèi)容從教材層面來看,包括“教教材”的部分(直接拿來使用的部分)和“用教材教”的部分(教師根據(jù)教材進行重構(gòu)的部分)。本研究中的教材指2005年初審通過的人教版高中語文新教材。從課堂教學層面來看,高中小說課堂教學內(nèi)容包括了師生為了實現(xiàn)既定的高中小說教學目標,與師生發(fā)生交互作用動態(tài)生成的所有素材和信息,具體包括了教學對話、教學輔助材料、教學策略等。高中小說課堂教學的價值功用主要體現(xiàn)在重視體驗過程、重視語文能力、重視人文關懷。重視體驗過程讓學生的主體地位得到充分發(fā)揮,學生在親身體驗中訓練思維,建構(gòu)文本意義,掌握學習方法。重視語文能力在高中小說課堂教學中主要體現(xiàn)在引導學生體會小說是如何用自己的言語方式進行傳播信息的,進而將這種言語智慧運用自己的表達交流中。重視人文關懷則體現(xiàn)在學生個性的發(fā)展、情感的和諧、環(huán)境的熏陶、內(nèi)心的體驗上。本研究認為高中小說課堂教學內(nèi)容的組成可以從教材內(nèi)容的呈現(xiàn)和小說本身的要素兩個層面來考察。教材內(nèi)容的呈現(xiàn)主要圍繞人教版高中語文新教材展開,小說本身的要素主要從敘述內(nèi)容(主題、人物、情節(jié)、環(huán)境)的鑒賞、敘述手法的運用、敘述語言的示范三個方面展開闡述。高中小說課堂教學內(nèi)容的結(jié)構(gòu)要素只是提供了備課層面的教學內(nèi)容的確定方向,真正的高中小說課堂教學內(nèi)容是一個動態(tài)生成的過程,與師生的主觀能動性息息相關。在實際教學活動中,教師要根據(jù)具體某一篇小說的實際情況,靈活選擇、確定課堂教學內(nèi)容。在高中小說課堂教學內(nèi)容的實施層面,本研究主要從教師行為和學生行為兩個層面進行闡述。教師行為主要包括教師對教材內(nèi)容的重組和對教學方法的選擇。學生行為指向?qū)W生的學習方式,本研究選取新課改理念指導下的三種學習方式——自主學習、合作學習、探究學習,結(jié)合相關教學事例進行闡述。
[Abstract]:From the point of view of the whole teaching activity, the determination of the teaching content occupies the core position in the teaching activity, which affects the orderly progress of the whole teaching activity. The research of classroom teaching content is the basic problem in the study of Chinese curriculum. This study suggests that the content of Chinese classroom teaching needs to be investigated at the level of teaching materials and classroom teaching. From the perspective of teaching material, the content of high school novel classroom teaching includes the part of "teaching material" (the part used directly) and the part of "teaching with teaching material" (part of teachers reconstructing according to the teaching material). The teaching materials in this study refer to the new high school Chinese textbooks approved in 2005. From the classroom teaching level, the content of high school novel classroom teaching includes all the materials and information that the teachers and students create dynamically in order to realize the established teaching goal of high school novel teaching, including the teaching dialogue. Teaching aids, teaching strategies, etc. The value function of high school novel classroom teaching mainly embodies in attaching importance to experience process, Chinese ability and humanistic concern. Paying attention to the process of experience makes students fully play their main position. Students train their thinking, construct the meaning of text, and master learning methods in their own experience. The emphasis on Chinese ability in the classroom teaching of high school novels is mainly reflected in guiding students to understand how the novel communicates information in its own way, and then using this kind of verbal wisdom to communicate with itself. Attention to humanistic care is reflected in the development of students' personality, the harmony of emotion, the influence of the environment and the inner experience. This study suggests that the composition of the teaching contents of high school novels can be investigated from two aspects: the presentation of the content of the textbook and the elements of the novel itself. The presentation of the teaching material mainly revolves around the new high school Chinese teaching material. The main elements of the novel itself are the appreciation of the narrative content (theme, character, plot, environment), and the application of narrative techniques. The demonstration of narrative language is illustrated in three aspects. The structural elements of the high school novel classroom teaching content only provide a definite direction of the teaching content at the level of preparing lessons. The real high school novel classroom teaching content is a dynamic process, which is closely related to the subjective initiative of teachers and students. In the actual teaching activities, teachers should choose flexibly the content of classroom teaching according to the actual situation of a particular novel. In the high school novel classroom teaching content implementation level, this research mainly carries on the elaboration from the teacher behavior and the student behavior two aspects. Teachers' behavior includes the reorganization of teaching materials and the choice of teaching methods. Students' behavior points to the students' learning style. This study selects three learning methods under the guidance of the new curriculum reform concept-autonomous learning, cooperative learning, inquiry learning, and then expounds them with relevant teaching examples.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.3

【參考文獻】

相關碩士學位論文 前2條

1 鄧拓;高中語文選修課小說部分教科書評價研究[D];華中師范大學;2012年

2 苗利飛;人教版高中語文中國現(xiàn)代小說篇目教學研究[D];內(nèi)蒙古師范大學;2013年

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本文編號：1892611