节点文献
基于问题驱动的语文课堂教学策略研究
【作者】 周静；
【导师】 肖晓燕；
【作者基本信息】 南京师范大学 ， 学科教学， 2015， 硕士
【摘要】 新课程的改革对当前的语文课堂教学提出了非常高的要求。但是,在日常的教学过程中,因为受到了传统观念的影响,很多教师对于传统以讲授为主及与练习结合的方式一直无法改变,导致了课堂气氛的沉闷,让语文无法发挥其想象力的优势。作为高中语文教师,一定要在新课改的引领下大胆地去进行改革,改变教学的思路,尝试各种新型的教学方法,让学生也能转变之前的学习模式,快乐、主动地进行学习。在不少发达国家,教学上常运用探究式教学、合作式教学、问题式教学等教学方式,而这些教学方法的相似之处都是将问题当成载体,让学生在提出问题、探究问题、解决问题的过程中获取知识,并且由此培养他们的思维能力及创新意识。因此,结合“问题驱动课堂”的教学方式可以达到良好的教学效果,可以将问题引进课堂,让学生发现问题、分析问题,并且在讨论的过程去解决问题,体会语文学科的内涵。但是,问题意识培养不能只依靠教学来设计问题场景,也不能盲目去强调问题的解决办法,而是应该将提问的权力赋予学生,教师要教会学生怎样去“问”,逐步培养学生的问题意识。在“问题驱动课堂”的教学当中,“问题”应该是贯穿于整体教学过程的,教师要多多鼓励学生提出自己的问题和见解,培养他们敢于提问的习惯以及提问的能力,让他们可以带着问题走进课堂当中。本文以教学案例和实践,证明了问题式驱动课堂教学所存在的价值。所以,一节好的语文课,一位好的语文教师,不应该霸占课堂的空间和学生的时间自己在课堂上“滔滔不绝”,却让学生无法以主体身份提问,而是应该启发并鼓励他们提出更有意义的问题,培养他们在学习中的问题意识,获得语文能力的提高。
【Abstract】 The new curriculum reform puts forward very high requirements on current Chinese teaching. Because of being greatly influenced by the traditional ideology, an enormous number of teachers,however, find it uneasy to make any shift of those traditional ways of teaching characteristic of mainly teachers imparting knowledge combined with practice in the routine teaching process, which undoubtedly makes the classroom atmosphere both dull and colourfulless and which further dwarfs its advantage of developing students’imagination as a subject. As senior middle school Chinese teachers, being bold enough to innovate something under the guidance of new curriculum reform is of dramatic necessity, in which both changing the teaching ideology and trying all kinds of new teaching methods as well as making students acquire a feeling of happiness in the process of Chinese study utterly instead of the previous teaching and learning mode should be considered more and focused on.In many developed countries, teaching methods such as exploratory teaching, cooperative teaching, and problem-based teaching are often applied, which share almost the same point that students obtain knowledge in the process of raising, exploring and solving problems, which thus improves their thinking ability and innovation consciousness.Therefore, the teaching method combined with the "problem driven class" is able to achieve a perfect teaching aim, which allows students to discover and analyze problems and solve the problems, and further to understand the essence of Chinese teaching by means of discussion. However, the training of problem consciousness can barely rely on teaching itself to design the problem scenario, and also the solution of a problem should not be blindly overemphasized. Students should be empowered to question something while at the same time teachers inspiring them how to "question", gradually cultivating students’problem consciousness.In the "problem driven class", "problem" should be present through the whole teaching process, in which teachers should encourage students to put forward their own problems and views, cultivate their habit of raising questions and make them capable of walking into the classroom already with problems in minds. Based on teaching cases and practice, this thesis tries to illustrate the value of the "problem driven class".So, a good chinese teacher should not commandeer the class space and the students’time in the classroom to "gush", making the students unable to question as a subject identity, but should inspire and encourage them to come up with more meaningful questions, cultivate their problem awareness in learning, and thus improve their language ability.