小學(xué)語(yǔ)文口語(yǔ)交際教學(xué)的行動(dòng)研究
發(fā)布時(shí)間：2018-10-16 16:37
【摘要】：隨著社會(huì)的發(fā)展,人與人之間的交往越來(lái)越頻繁,一個(gè)人的口語(yǔ)交際能力也就顯得越來(lái)越重要�？谡Z(yǔ)交際能力因此成為每一個(gè)現(xiàn)代社會(huì)成員的必要技能,也就順理成章地成了學(xué)校語(yǔ)文教學(xué)中的關(guān)注重點(diǎn)之一。重視口語(yǔ)交際能力的培養(yǎng),是世界各個(gè)國(guó)家教育的共同趨勢(shì)。社會(huì)的發(fā)展雖然離不開(kāi)書(shū)面語(yǔ)言,但越是經(jīng)濟(jì)發(fā)達(dá)的國(guó)家和地區(qū),用口頭語(yǔ)言傳遞信息的頻率越高。新課程標(biāo)準(zhǔn)中也指出,口語(yǔ)交際能力是學(xué)生的必備能力之一,2001年頒發(fā)的語(yǔ)文課程標(biāo)準(zhǔn),正式將“聽(tīng)、說(shuō)”作為課程的一大板塊與“閱讀”、“寫(xiě)作”并列,并且改名為“口語(yǔ)交際”,更加強(qiáng)調(diào)了其作為社會(huì)交際的工具性功能。論文主要運(yùn)用“行動(dòng)研究法”對(duì)小學(xué)語(yǔ)文的口語(yǔ)交際教學(xué)進(jìn)行研究。在對(duì)教師和學(xué)生進(jìn)行訪(fǎng)談的情況下,發(fā)現(xiàn)了小學(xué)語(yǔ)文口語(yǔ)交際課存在的不足,結(jié)合小學(xué)語(yǔ)文新課程標(biāo)準(zhǔn)的理念,經(jīng)過(guò)研究組教師的集體努力,通過(guò)研究計(jì)劃的設(shè)定、計(jì)劃的實(shí)施、研究的反思進(jìn)行口語(yǔ)交際教學(xué),提出了解決口語(yǔ)交際教學(xué)問(wèn)題的對(duì)策。本論文主要包括四部分內(nèi)容,第一章緒論,包括研究的理論意義、實(shí)踐意義,文獻(xiàn)綜述,概念界定;第二章是行動(dòng)研究的計(jì)劃,包括研究方法的確定、行動(dòng)研究的準(zhǔn)備;第三章是行動(dòng)方案的實(shí)施,主要包括口語(yǔ)交際教學(xué)問(wèn)題的發(fā)現(xiàn)與分析,課堂教學(xué)兩個(gè)階段的實(shí)施,后訪(fǎng)談與測(cè)試以及資料的整理與分析;第四章為研究結(jié)論與建議,從學(xué)生的成長(zhǎng)和教師的發(fā)展兩個(gè)方面做了總結(jié)。本文是在對(duì)小學(xué)語(yǔ)文口語(yǔ)交際教學(xué)現(xiàn)狀分析的基礎(chǔ)上,深入課堂,對(duì)口語(yǔ)交際課反復(fù)打磨提升,提高了學(xué)生的學(xué)習(xí)興趣,培養(yǎng)了學(xué)生的口語(yǔ)交際能力,改變了教師的思想觀念,激發(fā)了教師的研究意識(shí),真正提升了課堂教學(xué)質(zhì)量和教學(xué)效率,為今后的口語(yǔ)交際教學(xué)研究提供借鑒。
[Abstract]:With the development of society, the communication between people becomes more and more frequent, and a person's oral communication ability becomes more and more important. Therefore, the ability of oral communication has become a necessary skill for every member of modern society and has naturally become one of the focal points in the teaching of Chinese in schools. Paying attention to the cultivation of oral communicative competence is the common trend of education in all countries. Although the development of society can not be separated from written language, the more economically developed countries and regions, the higher the frequency of using oral language to transmit information. It is also pointed out in the new curriculum standards that oral communicative competence is one of the necessary abilities of students. The Chinese curriculum standard issued in 2001 formally takes "listening and speaking" as a major part of the curriculum, and "reading" and "writing". And changed its name to "oral communication", more emphasis on its social communication as a tool. This paper mainly studies the oral communication teaching of primary school Chinese by action research method. In the case of interviews with teachers and students, we find the shortcomings of oral communication in primary school Chinese, combined with the concept of the new curriculum standards of primary school Chinese, through the collective efforts of the study group teachers, through the setting of the research plan. The implementation of the plan, the reflection of the study of oral communication teaching, put forward solutions to the problems of oral communication teaching. This paper mainly includes four parts: the first chapter is the introduction, including the theoretical significance, the practical significance, the literature review, the concept definition, the second chapter is the action research plan, including the research method determination, the action research preparation; The third chapter is the implementation of the action plan, including the discovery and analysis of oral communication teaching problems, the implementation of the two stages of classroom teaching, post-interview and testing, and the collation and analysis of the materials; the fourth chapter is the conclusions and recommendations of the study. From the student's growth and the teacher's development two aspects have made the summary. Based on the analysis of the present situation of oral communication teaching in primary school Chinese, this paper goes deep into the classroom, improves the oral communication class repeatedly, improves the students' interest in learning, develops the students' oral communication ability, and changes the teachers' ideas. It inspires teachers' research consciousness, improves the quality and efficiency of classroom teaching, and provides reference for the study of oral communication teaching in the future.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G623.2
[Abstract]:With the development of society, the communication between people becomes more and more frequent, and a person's oral communication ability becomes more and more important. Therefore, the ability of oral communication has become a necessary skill for every member of modern society and has naturally become one of the focal points in the teaching of Chinese in schools. Paying attention to the cultivation of oral communicative competence is the common trend of education in all countries. Although the development of society can not be separated from written language, the more economically developed countries and regions, the higher the frequency of using oral language to transmit information. It is also pointed out in the new curriculum standards that oral communicative competence is one of the necessary abilities of students. The Chinese curriculum standard issued in 2001 formally takes "listening and speaking" as a major part of the curriculum, and "reading" and "writing". And changed its name to "oral communication", more emphasis on its social communication as a tool. This paper mainly studies the oral communication teaching of primary school Chinese by action research method. In the case of interviews with teachers and students, we find the shortcomings of oral communication in primary school Chinese, combined with the concept of the new curriculum standards of primary school Chinese, through the collective efforts of the study group teachers, through the setting of the research plan. The implementation of the plan, the reflection of the study of oral communication teaching, put forward solutions to the problems of oral communication teaching. This paper mainly includes four parts: the first chapter is the introduction, including the theoretical significance, the practical significance, the literature review, the concept definition, the second chapter is the action research plan, including the research method determination, the action research preparation; The third chapter is the implementation of the action plan, including the discovery and analysis of oral communication teaching problems, the implementation of the two stages of classroom teaching, post-interview and testing, and the collation and analysis of the materials; the fourth chapter is the conclusions and recommendations of the study. From the student's growth and the teacher's development two aspects have made the summary. Based on the analysis of the present situation of oral communication teaching in primary school Chinese, this paper goes deep into the classroom, improves the oral communication class repeatedly, improves the students' interest in learning, develops the students' oral communication ability, and changes the teachers' ideas. It inspires teachers' research consciousness, improves the quality and efficiency of classroom teaching, and provides reference for the study of oral communication teaching in the future.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G623.2
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相關(guān)期刊論文 前9條
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