层级教学路径研究_向程程.docx
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1、 A Thesis Submitted in Fulfillment of Requirements for the Degree of Master of Education Paths of High School Language Reading Ability Level Teaching Candidate :Xiang Chengcheng Major : The Chinese Curriculum And Teaching Theory Supervisor :Prof.He Yilian Hubei Normal University Huangshi 435002, P.
2、R. China May, 2017 原创性声明 本人声明所呈交的学位论文是我个人在导师指导下进行的研宄工作及 取得的研究成果。尽我所知,除文中己经标明引用的内容外,本论文不包含 任何其他个人或集体己经发表或撰写过的研究成果。对本文的研宂做出贡献 的个人和集体,均己在文中以明确方式标明。本人完全意识到本声明的法律 结果由本人承担。 学位论文作者签名: 曰期 S月/为曰 学位论文版权使用授权书 本学位论文作者完全了解学校有关保留、使用学位论文的规定,即:学校有 权保留并向国家有关部门或机构送交论文的复印件和电子版,允许论文被查阅和 借阅。本人授权湖北师范学院可以将本学位论文的全部或部分内容编入有
3、关数据 库进行检索,可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。 保密口, 在 _ 年解密后适用本授权书。 不保密 k (请在以上方框内打 V ) 学位论文作者签名: 曰 期 : 汉 9 年 5 月 /6曰 指导教师签名 : 日期: *7年 V月 日 摘要 高中语文阅读能力层级教学路径是通过科学而有效的教学设计,以优化学生 的思维质量,而进行的阅读能力梯度教学设计。教学路径的实施者是教师,实施 对象是学生,设计的核心是以学生原有的阅读能力为起点,在文本分层教学的基 础上通过立体化的教学设计,引导学生有坡度、有章法地进行阅读,从而让学生 最大限度调动学生的阅读积极性,促使基础阅读能力
4、向高级阅读能力发展。 绪论部分主要阐述了高中语文阅读能力层级教学路径设计的研究背景,现状 和本课题研究的目的与意义。并通过图式的方式展示了本课题研究的逻辑结构。 第一章介绍相关的研究理论背景,在分析借鉴前人有关阅读能力层级的基础 上,从理论上界定高中能力层级的内涵。以及当前新课程标准对高中阅读能力层 级的要求,介绍当前教育部门对高中生阅读能力层级教学的憧憬与要求以及运用 对比的方法对能力层级教学与语用教学之间,能力层级教学与分层教学之间的学 理关系进行了分析,以便从理论上区分三者的不同。 第二章通过问卷调查的方式揭露高中语文阅读能力教学存在的问题,如存在 过分重视基础性质的理解能力,忽视高阶思
5、维的提升;阅读思维僵化,缺乏灵活 性;阅读内容狭窄,文本细读能力不足;阅读教学方法保守,新教法徒有其表; 阅读作业不合理,阅读效果难以落实;不 重视归纳总结,自主阅读能力欠缺等六 个方面的问题。探究其出现问题的原因,可以从教育制度、教师、学生三个方面 得到解答。 第三章论述高中语文阅读能力层级教学路径的运用。此部分是本研究的亮点 也是难点所在。本章从理论和实践层面论述了高中语文阅读能力层级教学路径设 计的步骤及具体实施方法,介绍了以能力发展为前提的高中语文阅读教学路径的 具体做法。并从实践层面,结合具体的阅读教学案例进行了具体的课堂教学实践, 并与传统教学案例进行对比,暴露了传统阅读教学方式的
6、不足,展示基于阅读能 力层级的教学设计的优势。从而让读者 可以很直观地看到阅读能力层级教学路径 是如何提升学生阅读的,也为后期进一步的教学推广奠定基础。 第四章遵循从特殊到一般,为有效的阅读教学设计路径在课堂上的有效运用 离不开高屋建瓴式的宏观阅读教学策略作指导。从而在理论方面更好地服务高中 阅读能力教学路径在课堂上的运用。 第五章总结高中语文阅读能力层级教学路径的实践策略,指导教师更好地进 行阅读教学实践,促进学生阅读能力的提升。具体做法包括实施阅读探究学习, 注重 因能力导 ;了解学情,渐次深入文本;注重语言学用,促进阅读能力发 展;注重思维融通,避免知识固化四个方面。 结语部分笔者主要从
7、整体上论述了高中语文阅读能力层级教学路径研究对 促进学生综合能力与深入思考能力发展的价值以及在提高语文阅读教学质量等 方面的研究意义,以及存在的不足。 关键字:阅读教学能力思维个性化 Abstract The high school Chinese reading ability level teaching path is through the scientific and effective teaching design to optimize the students thinking quality while carrying out the reading ability gr
8、adient teaching design. The implementation of the teaching path is the teacher, the implementation of the object is the student, the design of the core is based on the original reading ability of students as a starting point in the text on the basis of hierarchical teaching through three-dimensional
9、 teaching design, guide students slope, To enable students to maximize the mobilization of students reading initiative, to promote the basic reading ability to the development of advanced reading ability. The introduction part mainly elaborates the research background, the present situation and the
10、purpose and significance of the research on the teaching path design of the Chinese reading ability level in senior high school. And through the way of schema shows the logical structure of this study. The first chapter introduces the related research background, and on the basis of analyzing the le
11、vel of reading ability, the connotation of high school ability level is defined theoretically. And the current requirements of the new curriculum standards for high school reading ability level, the current education sector on the high school students reading ability level teaching vision and requir
12、ements and the use of comparative methods of competence level teaching and pragmatic teaching, the ability level of teaching and stratification The relationship between teaching and learning is analyzed in order to distinguish the three differences in theory. The second chapter expounds the problems
13、 existing in the teaching ability of Chinese reading ability in senior high school by means of questionnaires. If there is too much emphasis on the understanding of basic nature, it ignores the ascension of high-order thinking, the rigidity of reading thinking, the lack of flexibility, the narrow re
14、ading, Lack of ability; reading teaching methods conservative, Protestant has its table; reading operations unreasonable, difficult to implement the reading effecin the problem. Explore the reasons for its problems, from the education system, teachers, students get answers to three aspects. The thir
15、d chapter discusses the use of high school Chinese reading ability level teaching path. This part is the highlight of this study is also difficult. This chapter discusses the steps and concrete methods of the design of the level of Chinese language reading ability in high school from the theoretical
16、 and practical aspects, and introduces the concrete practice of high school Chinese reading teaching with the premise of ability development. And from the practical level, combined with the specific reading teaching case for a specific classroom teaching practice, and compared with the traditional t
17、eaching case, exposed the lack of traditional reading teaching methods, showing the level of reading based on the advantages of teaching design. So that readers can be very intuitive to see the level of reading ability to teach the level of teaching is how to improve students to read, but also for t
18、he future lay the foundation for further teaching and promotion. The fourth chapter follows the special application from the special to the general, and the effective application of the teaching design path in the classroom can not be separated from the high-level macro reading teaching strategy. So
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