【作者】 张强；

【导师】 赵晓霞；

【作者基本信息】 西北师范大学 ， 教育硕士（专业学位）， 2017， 硕士

【摘要】 “综合性学习”是在新的基础教育课程改革中出现的一项全新的教学内容。纵观语文综合性学习的实施情况来看,作为一种全新的学习内容,它在教学实施过程中还存在着很多需要改进和提高的地方,甚至还有很多的不足。本文以语文综合性学习开展的现状为问题的切入点,通过调查研究、分析总结出语文综合性学习在具体的教学实施过程中存在的问题,探寻具有可操作性的切实可行的解决方法或策略,为推动农村地区基础教育课程改革指明努力的方向和模式上的借鉴。本次的调查对象以康县迷坝乡九年制学校七-九年级的学生和语文科任教师为主,通过发放调查问卷和与个别教师座谈的形式,对当前语文综合性学习的教学实施情况进行了调查和分析,资料统计结果得出的结论是:农村初中语文综合性学习的教学实施现状并不乐观;教师对新课程改革的理解和认识不到位,语文综合性学习在教学中没有真正得到实施;教师对综合性学习课程把握不准,对综合性学习重视不够,忽视综合性学习的实践性;学生对综合性学习的认识模糊,参与程度不高;教育行政部门,缺乏综合性学习理论指导;评价形式单一,没有形成注重培养创新精神和综合实践能力的复合型人才的多元、立体的评价体系;适宜于地方学情的课程资源没有得到有效开发利用;学生的动手操作能力差,农村学校教学条件差,不能搭建综合性学习的有利平台等问题。问题产生的原因主要归结于,农村初中的语文教师把新课改的思想还没有正真落到实处,教育行政化,城乡教育发展不均衡,受应试教育的影响依然严重,教师思想僵化、落后,接受新的教育理念慢,教师专业发展的培训少等。针对目前调查中存在的问题,本文结合语文综合性实施理论和以往的研究成果,提出以下对策:(一)从教师入手,树立正确的新课改理念;(二)通过培训提升教师的专业发展,促进语文综合性学习的教学实效;(三)转变学生的学习方式;(四)建立科学合理的评价体系;(五)契合农村学生的实际,挖掘当.地有利于语文综合性学习的课程资源。更多还原

【Abstract】 "Comprehensive learning" is a new teaching content in the new curriculum reform of basic education.As far as the implementation of Chinese comprehensive learning is concerned,as a new learning content,there are still many places that need to be improved and improved in the process of teaching implementation,and even there are still many deficiencies.In this paper,the development of Chinese comprehensive study of the status quo as the starting point,through the investigation and study,analyzed and summed up the Chinese comprehensive learning in teaching in the specific implementation process,to find a feasible operational methods or strategies to promote the direction and mode of curriculum reform of basic education in rural areas specified hard lessons.The object of this investigation to seven-nine grade fan BA Xiang Kangxian nine year school students and Chinese teachers,through questionnaires and individual teachers form and the Forum on the current Chinese comprehensive learning teaching implementation of the survey and statistics,statistical data concluded that,the teaching of Chinese comprehensive learning in junior high school in rural areas the implementation of the status quo is not optimistic.Teachers’ understanding of the new curriculum reform is not in place,Chinese comprehensive study has not really been implemented in the process of teaching,teachers are not allowed to grasp the comprehensive learning courses,learning the lack of attention on comprehensive practice,ignoring comprehensive learning,students’ understanding of fuzzy comprehensive learning,participation is not high,the education administration department,the lack of comprehensive learning theory,has not formed a scientific and reasonable evaluation system,local curriculum resources are not reasonable development,students’ practical ability,comprehensive learning participation is not high,the rural poor teaching conditions.The causes of the problem is mainly due to the rural junior middle school teachers,the new curriculum idea has not been truly implemented,education administration,education and rural development is not balanced,the influence of exam oriented education is still serious,the teachers of the ideological rigidity,backward,slow to accept the new educational idea,less teachers’professional development training.Aiming at the existing problems in the investigation,combined with the theory of Chinese comprehensive implementation of previous research results,put forward the following countermeasures:(a)from the teacher to start,set up the new curriculum idea correctly(two)by improving teachers’ professional development training,to promote the effectiveness of comprehensive study of Chinese teaching.(three)change the way students learn.(four)establish a scientific and rational evaluation system(five),in line with the actual situation of rural students,and tap the local curriculum resources which are conducive to the comprehensive study of chinese.更多还原