【作者】 王慧萍；

【导师】 靳健；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2005， 硕士

【摘要】 新一轮基础教育课程改革给口语交际教学带来了很大的冲击,但这同时也是一次难得的发展机遇。本论文在吸收借鉴前人研究成果的基础上,以建构主义理论和新课程理念为基础,试图探讨建构主义视野下的口语交际教学。 我国现阶段的口语交际教学还存在诸多问题:如教学理念陈旧、内容远离学生生活、还处于单向活动、只局限于优等生、教师只是参与者等。通过反思,笔者认为出现这些问题主要是由以下原因造成的:教育目标的制约;语文课程结构不合理;语文课程内容繁、难、偏、旧;语文课程实施重“教书”和“背书”;语文课程评价重选拔、轻发展:学习方式以被动接受为主。 通过对存在问题的反思以及对口语交际的重新认识,笔者认为建构主义视野下的口语交际教学应该是更强调情境、对话、合作和意义建构的。建构主义所倡导的教学模式是:“以学生为中心,在整个教学过程中由教师起组织者、指导者、帮助者和促进者的作用,利用情境、协作、会话等学习环境要素充分发挥学生的主动性、积极性和首创精神,最终达到使学生有效地实现对当前所学知识的意义建构的目的。”而且,口语交际教学从本质上是以对话、交流、合作等为基础的知识建构活动,也是一种双向或多向互动式的动态的语言实践活动,帮助学生在具体情境中建构具有个性特征的口语交际能力和风格。因此,建构主义视野下的口语交际教学的发展方向应该是:一、创设贴近学生生活实际的、形式多样的情境来激发学生进行口语交际的兴趣。创设适当的情境有利于激发学生的情感和想象思维,更有利于学生进行意义的建构。二、改革教学方法,改变教学形式,实现口语交际的双向或多向的互动中的对话与合作。通过采用新颖科学的教学方法、多样的教学形式,努力帮助学生在互动的实践中学会交际,学会对话与合作。三、引导、帮助学生进行意义的建构,以形成个性化的口语交际能力和风格。意义建构的过程也就是帮助学生养成良好的交际习惯、形成个性化的交际风格、获得全面发展的过程。四、口语交际教学要渗透多元评价。通过多元的评价更好的促进学生口语交际能力的发展。五、口语交际教学要充分开发教学资源。通过口语交际教学与现代教育技术、其他学科、社会实践和生活实际等的整合,激发学生进行口语交际的兴趣,促进其进步和发展。更多还原

【Abstract】 The Current Curriculum Reform of Elementary Education brings great impingement on the oral communication teaching, but meanwhile a good opportunity. The thesis employs constructivism and new course concept to probe into oral communication teaching, which is based on the former study.There exist many problems in the current oral communication teaching. For example, the dated curriculum concept, impractical teaching contents limited in single-oriented activities and those outstanding students, teachers considered only as participators. By way of pondering, the author holds that these problems are mainly caused by the following reasons: the restriction of educational aim, the unreasonable Chinese curriculum structures, the difficulty, dated and uncommon curriculum contents, emphasis on teaching and reciting materials on books in teaching implementation, emphasis on choosing but ignorance of development in the evaluation of the course, passive learning mode.Through mediating the exiting problems and reevaluating oral communication, the author claims that oral communication teaching in the light of constructivism should put more emphasis on context, dialogue, cooperation and meaning construction. The teaching mode advocated by Constructivism holds "the teaching mode should be learner-centered, teacher should play the role of organizer, instructor, helper and promoter to fully exert students’ initiativeness, enthusiasm and creativity by means of context, cooperation and conversation and other environmental factors in order that the students can construct what they have learned." Furthermore, oral communication teaching is in essence a knowledge-constructing activity based on dialogue, communication and cooperation, is also a mutual or multiple dynamic language practice to help students construct unique oral communicative ability and style in concrete context. Therefore, the developmental direction from the perspective of Constructivism should be as follows: First, create versified and practical contexts to stimulate the interest in oral communication. Creating proper contexts is beneficial to stimulating students’ emotion and imagination, even more beneficial to constructing meaning. Second, reform teaching methods and teaching mode in orderto realize mutual or multiple interactive dialogue and cooperation in oral communication. By means of original and scientific teaching methods and various teaching modes the students can learn how to communicate, make dialogues and cooperate in interactive practice. Third, induct and help students to construct meaning so as to form individual oral communication ability and style. The process of meaning construction is a process to help students develop good communication habits, form individual communication style and acquire overall improvement. Fourth, evaluate oral communication teaching from multiple perspectives to improve students’ oral communication ability. Fifth, fully explore teaching resources in oral communication teaching. With the combination of oral commumcation teaching, modern educational technology, other disciplines, social practice and practical life, students can become interested in oral communication and achieve progress and development.更多还原