發(fā)布時間：2018-05-16 22:19

  本文選題：小學語文 + 教學模式�。� 參考：《廣西師范大學》2015年碩士論文

【摘要】：當前,很多教師把提高教學質(zhì)量的方法寄托在拼時間、拼題海戰(zhàn)術(shù)上。走進我們的課堂就會發(fā)現(xiàn),大多數(shù)還是采用以教為主的教學方法。在這種課堂上,教師是主宰者,學生不敢越雷池半步。導致的結(jié)果是教師在上面講得酣暢淋漓,學生在下面聽得昏昏欲睡。采用題海戰(zhàn)術(shù),依靠大量的練習來提學習成績,這樣的行為在短時間內(nèi)也許能有一定的效果,但是卻不可持續(xù)。因為課堂是提高教學質(zhì)量的主陣地,不從根本上解決課堂教學的效率而空談教學質(zhì)量,則無異于紙上談兵,緣木求魚。為了打破教師在課堂教學中一統(tǒng)天下的局面,打破課堂教學中學生集體失語的狀態(tài),小學語文“導-探-拓-測”教學模式應(yīng)用而生。所謂“導-探-拓-測”,就是檢查預習,質(zhì)疑導學；合作探究,解決問題；舉一反三,拓展延伸；當堂檢測,達標評價。因為每個學生的學習基礎(chǔ)和知識經(jīng)驗不一樣,課前的預習活動有利于學生發(fā)現(xiàn)自己獨特的認識障礙點、疑難點,以便點燃思維的火花,激發(fā)探求知識的欲望,使學生在新課的教學中變被動學習為主動探索。合作探究,解決問題是“導-探-拓-測”的主體環(huán)節(jié)。語文課程標準中明確指出：“引導學生調(diào)整學習方式,提高他們的自主學習和合作學習的能力,使他們具有終身學習的能力�！弊灾魈骄康哪康氖歉淖儺斍皩W生被動的狀態(tài),即改變教師講授學生被動接受的學習方式,讓學生成為學習的主人。舉一反三就是從一件事情類推而知道其它事情。在語文課堂教學中,就是要抓住一點,向前后左右、上中下處延伸,實現(xiàn)知識的前后銜接。同時,舉一反三會促使課堂立體式、快節(jié)奏、大容量目標的達成。在教學過程中取得的成效,如果能夠得到及時的評價,就能為下一步的教與學提供便利。從教師的角度來說,當堂檢測能及時了解學生對新知識的掌握情況。一堂課的學習結(jié)束后,如果沒有立即對學生的學習情況進行檢測,就會使得師生對教與學的目標達成情況不了解,不能及時有效地對學習進行調(diào)控與補救�！皩�-探-拓-測”教學模式的應(yīng)用給小學語文課堂教學注入了新的活力。這種教學方法培養(yǎng)了學生的合作意識和團隊精神,讓學生由“要我學”變?yōu)椤拔乙獙W”,把個人自學、合作探究、教師指導等有機地結(jié)合起來,調(diào)動了學生的學習積極性,挖掘了學生的學習潛能,使學生在互相學習中共同提高�！皩�-探-拓-測”教學模式拓寬了學生的學習空間,為他們提供一個輕松自主、暢所欲言的學習環(huán)境,提高了學生創(chuàng)造思維的能力。學生在小組內(nèi)有更多的空間發(fā)表自己對問題的看法,在參與學習活動的過程中獲得成功的情感體驗。合作交流時,組員們惜時如金,緊張有序地合作,既能充分表達自己的想法,又能聽取、分析、吸納別人的觀點。小組中的每一個成員都有自己的長處,有的善于表達,有的善于總結(jié),有的善于組織……在這樣平等、民主、和諧的友好氛圍中,大家互相之間取長補短,為今后更加密切地合作和競爭奠定了基礎(chǔ)�！皩�-探-拓-測”教學模式體現(xiàn)了學生的主體地位,激發(fā)了學生學習的積極性,培養(yǎng)學生的學習興趣,并在學習過程中鍛煉了學習能力,使學生學會學習。以這種模式組織課堂教學,每位學生都有平等的發(fā)言機會,而且組員在小組的發(fā)言是無拘無束的,有利于問題的討論和解決,同時也增加了學生將所學知識加以應(yīng)用的機會。在小組交流討論的過程中,組員相互學習彼此的長處,展開互助、互查、互評活動,使學生在檢驗組員的同時也提高了自己對知識的理解,在評價其他組員同時也提高了對自己的正確認識。這樣才是真正體現(xiàn)了面向全體學生,使他們的思維活而不亂,促進他們生動活潑、積極主動地學習�！皩�-探-拓-測”教學模式增強了學生的自學意識,小學語文課堂上,學生成為學習的主人,由被動轉(zhuǎn)變?yōu)橹鲃?“要我學”轉(zhuǎn)變?yōu)椤拔乙獙W”。就增強主體意識來說,對于那些把新知識或新技能掌握很好地學生,能夠把自己當成老師,去輔導那些對新知識或新技能掌握不到位的其他學生。為了講好新知識,扮演小老師的學生們,必須要對所學的知識進行認真的分析和梳理,這在無形中增強了他們的自學意識。“導-探-拓-測”教學模式培養(yǎng)了學生的創(chuàng)新能力。在這樣的課堂中,每個學生都必須運用已有的知識去尋求解決新的問題的方法,這時,學生的思維往往比較活躍,常有靈感閃現(xiàn)�！皩�-探-拓-測”教學模式以小組為平臺,采用合作學習的形式,形成了師生、生生之間的全方位、多層次的交流,使學生感受到學習不再是件單調(diào)重復、枯燥無味的事情,而是一種輕松愉悅的交流,這有利于實現(xiàn)智力因素和非智力因素平衡發(fā)展,最終有利于實現(xiàn)學生學會學習這一長遠的教學目標。
[Abstract]:At present, a lot of teachers put the method of improving the quality of teaching to spell time and spell sea battle. Entering our classroom, we will find that most of the teaching methods are mainly teaching methods. In this class, the teacher is the master, the student is afraid of the half step. The result is that the teacher is in the top of the classroom. Under the question of sea tactics, use the question sea tactics, rely on a large number of exercises to carry out study results, such behavior may have a certain effect in a short time, but it is not sustainable. Because the classroom is the main position to improve the quality of teaching, it is no different from the paper to talk about the quality of teaching without the fundamental solution of the efficiency of the classroom teaching. In order to break the situation of the teacher in the classroom, to break the situation in the classroom teaching, break the state of the collective aphasia in the classroom teaching, the teaching mode of "Guide - Probe - Extension - Test" in the primary school language is applied. Because of the different learning basis and knowledge experience of each student, the preview activities before class are beneficial to the students to find their own unique cognitive obstacles and difficult points, so as to spark the spark of thinking, stimulate the desire to seek knowledge, and make the students actively explore the passive learning in the teaching of the new class. The problem is the main link of "Guide - Probe - Extension - Measurement". The Chinese curriculum standards clearly point out: "guiding students to adjust their learning methods, improve their ability to study independently and cooperative learning, and make them have the ability to learn for life." the purpose of independent inquiry is to change the passive state of the current students, that is, to change teachers to teach students to be taught. In the course of Chinese classroom teaching, it is necessary to grasp a point in the Chinese classroom teaching, to move forward and back, to reach the middle and lower parts, to realize the connection of knowledge. At the same time, the lifting of one anti three will promote the stereoscopic, fast rhythm, and large capacity of the classroom. The results achieved in the course of teaching, if they can be evaluated in a timely manner, can facilitate the next step of teaching and learning. From a teacher's point of view, the examination can timely understand the students' mastery of the new knowledge. After the end of a class, it will make a test of the students' learning situation if they are not set up. The teachers and students do not understand the goal of teaching and learning, and can not adjust and remedy the learning in time and effectively. The application of "Guide - Probe - Extension - Test" has inject new vitality into the primary language classroom teaching in primary schools. This teaching method has trained students' consciousness of cooperation and team spirit, so that students will be changed from "want me to learn" to "I want" "Learning", combining individual self-study, cooperative inquiry and teacher guidance, mobilizes the students' learning enthusiasm, excavates the students' learning potential, and makes the students improve together in each other. The "Guide - Probe - Extension - Test" teaching mode broadens the students' learning space and provides them with a relaxed and free language study. The environment improves the students' ability to create thinking. Students have more space in the group to express their views on the problems and get a successful emotional experience in the process of participating in the learning activities. In cooperation and communication, the members of the group are reluctant to cooperate in a tense and orderly manner, both to fully express their ideas, to listen, to analyze, to absorb others. Every member of the group has its own strengths, some are good at expressing, some are good at summing up, some are good at organizing. In such an atmosphere of equality, democracy and harmony, people make up for each other, and lay the foundation for the future more encrypt cooperation and competition. The subject position has aroused the students' enthusiasm for learning, training the students' interest in learning, and exercising the learning ability in the process of learning, and making the students learn to learn. In this way, the classroom teaching is organized. Each student has an equal opportunity to speak, and the group's speeches in the group are unrestrained and are conducive to the discussion and solution of the problems. At the same time, it also increases the opportunity for students to apply the knowledge they have learned. During the group discussion, the team members learn from each other's strengths, carry out mutual assistance, check and evaluate each other, and make students improve their understanding of knowledge at the same time, and improve their understanding of others at the same time. This is the real embodiment of all the students, making their thinking alive and not messy, promoting their lively and active learning. The "Guide - Probe - Extension - Test" teaching model strengthens the students' self-study consciousness. In the primary Chinese class, the students become the master of the study, the passive transformation to the initiative, "I learn" to "I want to learn". To strengthen the consciousness of the subject, for the students who have mastered the new knowledge or new skills very well, they can take themselves as teachers and tutor those other students who are not able to grasp the new knowledge or new skills. In order to speak new knowledge and play the small teacher, the students must be carefully analyzed and combed. In this kind of classroom, every student must use the existing knowledge to find a way to solve the new problem. At this time, the students' thinking is often more active and often has the inspiration. "Guide - Probe - Extension - Test" teaching model In the form of cooperative learning, the form of cooperative learning has formed the all-round and multi-level communication between students and students. It makes students feel that learning is no longer a monotonous and dull thing, but a relaxed and enjoyable communication, which is beneficial to the realization of a balanced development of intellectual and non intellectual factors. Students learn to learn this long-term teaching goal.
【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】：G623.2

【相似文獻】

相關(guān)期刊論文 前10條

1 田榮和;淺談建立課堂教學常規(guī)[J];沈陽體育學院學報;2002年01期

2 張尚兵;;改革課堂教學常規(guī)的思考[J];小學教育科研論壇;2002年Z1期

3 李桃;淺談教學后記的寫作技巧和應(yīng)用價值[J];教學與管理;2002年22期

4 宮紅英,魏翠;打破現(xiàn)行教學常規(guī) 實現(xiàn)幾個轉(zhuǎn)變[J];教育實踐與研究;2003年11期

5 李兵;中小學畢業(yè)年級教學常規(guī)的制定與實施[J];教學與管理;2004年13期

6 孫世杰;教學后記不能忽視[J];當代教育科學;2005年09期

7 張杰;張誠;;論教學常規(guī)及管理[J];重慶郵電學院學報(社會科學版);2006年05期

8 闕錦添;;面向全體學生實施分層教學[J];科技資訊;2006年23期

9 李傳友;張麗;;引領(lǐng)新教師學會教學反思[J];教學與管理;2006年26期

10 朱壽寬;;為有效教學提供有力保障[J];教育理論與實踐;2008年15期

相關(guān)會議論文 前10條

1 李郵政;;教學反思在教師專業(yè)化發(fā)展中的作用[A];國家教師科研基金“十一五”成果集（中國名校卷）（五）[C];2009年

2 范俊國;;積極探索課改理念 努力提高教學效率[A];中華教育理論與實踐科研論文成果選編（第1卷）[C];2009年

3 葛吉生;;目標—主體教學模式體育課結(jié)構(gòu)改革實驗[A];第十三屆全國高校田徑科研論文報告會論文專輯[C];2003年

4 張穎;;孩子,你背得真好[A];2013河北省班主任論壇論文集[C];2013年

5 王金賢;;數(shù)學課堂里學生聽課能力的培養(yǎng)[A];中華教育理論與實踐科研論文成果選編(第三卷)[C];2012年

6 高文藝;;論語文教師的教學藝術(shù)風格[A];中華教育理論與實踐科研論文成果選編（第1卷）[C];2009年

7 邵正君;;小學語文教學要“活”[A];中華教育理論與實踐科研論文成果選編（第2卷）[C];2010年

8 金備戰(zhàn);;語文教學之我見[A];中華教育理論與實踐科研論文成果選編（第3卷）[C];2010年

9 趙春明;;落實常規(guī) 增強能力 提高課堂教學的實效性[A];國家教師科研基金“十一五”成果集（中國名校卷）（五）[C];2009年

10 荊亞濤;;語文教學重在靈活[A];中華教育理論與實踐科研論文成果選編（第1卷）[C];2009年

相關(guān)重要報紙文章 前10條

1 廣東省中山市坦洲實驗中學校長 喻極目;讓常規(guī)“�！逼饋韀N];中國教育報;2008年

2 江蘇省徐州財經(jīng)高等職業(yè)技術(shù)學校 劉景忠;從教學設(shè)計向教學實施轉(zhuǎn)移[N];中國教育報;2013年

3 本報記者 徐光明 通訊員 廖肇銀 雷杰能;給教育教學做“健康體檢”[N];中國教育報;2014年

4 通州市教育局 郭志明;追求有效教學的理想境界[N];成才導報.教育周刊;2007年

5 江蘇省錫山高級中學校長 唐江澎　江蘇省錫山高級中學副校長 佟檸 江蘇省錫山高級中學教師 賈軍 石燕;教學目標敘寫要目中有人[N];中國教育報;2009年

6 浙江省杭州師范大學附屬學校校長 任學寶;重建管理機制 保障分層走班教學[N];中國教育報;2014年

7 江蘇省金壇市金城鎮(zhèn)中心小學 蔣守成;構(gòu)建符合教學規(guī)律的教學常規(guī)制度[N];中國教育報;2008年

8 英山縣實驗小學 胡林;關(guān)注音樂課堂 提高教學有效性[N];黃岡日報;2010年

9 余延青 羅益娥;教學管理精細化引領(lǐng)南湖區(qū)教育高歌猛進[N];嘉興日報;2010年

10 劉喜如邋林修康;武平二中優(yōu)化教學環(huán)境促進教育發(fā)展[N];閩西日報;2008年

相關(guān)博士學位論文 前1條

1 杜芳芳;從行政控制到專業(yè)引領(lǐng)[D];華東師范大學;2011年

相關(guān)碩士學位論文 前10條

1 何小微;教師教學風格形成的個案研究[D];浙江師范大學;2006年

2 李德林;教學理性探究[D];山東師范大學;2007年

3 趙靜;新課程背景下教學常規(guī)的重建研究[D];華東師范大學;2008年

4 宗麗娜;網(wǎng)絡(luò)文化背景下的教學設(shè)計對策研究[D];內(nèi)蒙古師范大學;2013年

5 李鵬;探究教學實施中的教師觀念與行為研究[D];南京師范大學;2008年

6 丁士彬;語文教學風格論[D];山東師范大學;2009年

7 張學虎;新課標下高中數(shù)學3L教學模式探究[D];陜西師范大學;2011年

8 劉毅茹;講學稿教學模式的實踐與反思[D];內(nèi)蒙古師范大學;2010年

9 王菲;教學的自由與創(chuàng)造[D];內(nèi)蒙古師范大學;2011年

10 王華婷;主體間實踐視角下教學機智的生成邏輯研究[D];陜西師范大學;2013年

，

本文編號：1898656