基于支架式教学的小学微写作教学研究

【作者】 张莹；

【导师】 刘兰英；

【作者基本信息】 上海师范大学 ， 课程与教学论， 2023， 硕士

【摘要】 随着时代的变迁和教育政策的更新,语文学科在基础教育阶段的总体目标是培养学生综合语言能力和提高学生核心素养,而写作是实现这一目标的重要课程。其中,微写作作为写作训练活动之一,是写作课程的重要组成部分,使用频率在小学阅读、写作教学中不断增加,教育价值得到了充分体现和逐步认可,所以本文对小学微写作教学开展研究。本研究选取的调查对象为山东省菏泽市M小学五、六年级师生,发放调查问卷和进行访谈调查,从微写作前的认知和动机、微写作过程中的教学方式和教学内容以及面临的主要困难、微写作后的评价三个维度对教师的教和学生的学开展现状调查。调查结果显示,在实际课堂中微写作教学存在诸多问题:一是微写作教学缺乏认知和重视程度不高;二是学情分析停留表面;三是微写作教学指导亟待更新;四是微写作教学评改单一化。通过文献研究法,梳理国内外文献,支架式教学是基于建构主义和最近发展区理论的一种新型教学模式,程序化的教学流程和成熟的教学模式可以为微写作教学研究提供新方向。该理论认为,教学以学生为中心,教师通过创设情境提供渐进式的帮助(支架),引导学生不断跨越最近发展区,成为独立的学习者。因此本研究基于支架式教学,厘清微写作与支架式教学的理论内涵和理论基础,总结支架式教学应用于小学微写作教学应为小学支架式微写作教学,分析支架式教学应用于微写作教学的可行性和价值,提出在小学支架式微写作教学中,教师所提供的微写作支架应体现教学主体互动、坚持持续诊断、注意校准和撤销支架的特征。基于上述教学特征,小学支架式微写作教学流程应是“明确微写作教学内容——确定学生最近发展区——搭建多维微写作支架——合作探究学习——评价总结和撤出支架”,教学策略应为“重原点”“抓节点”“架支点”,从评价方法和评价主体出发拓展微写作教学评价,实现教学评一体化。基于教学流程和教学策略设计和实施小学微写作教学案例,进行教学分析,以期能够对学生的微写作学习有所帮助,为一线教师教学提供参考和建议。更多还原

【Abstract】 With the changing times and updated education policies,the overall goal of Chinese Subject at the basic education level is,in a nutshell,to develop students’ comprehensive language skills and improve the core literacy of all students,and writing is an important course to achieve this goal.Among them,micro-writing is an important part of the writing curriculum,and its educational value is gradually being recognized as it is fully demonstrated in elementary school language writing classrooms and teaching.At the same time,its frequency of use is increasing in elementary reading classrooms,so this paper conducts a study on teaching micro-writing in Primary Chinese teaching.The subjects of this study were the teachers and students of the fifth and sixth grades of M elementary school in Heze City,Shandong Province,and questionnaires were distributed and interviews were conducted to investigate the current situation of teachers’ teaching and students’ learning in three dimensions: cognition and motivation before micro-writing,teaching methods and teaching contents during micro-writing and the main difficulties faced during micro-writing,and evaluation after micro-writing.The results of the survey show that there are many problems in micro-writing teaching in the actual classroom: first,the lack of awareness and low importance of microwriting teaching;second,the analysis of learning situation stays superficial;third,the instruction of micro-writing teaching needs to be updated;fourth,the assessment of micro-writing teaching is monolithic.Through literature research method,combing domestic and foreign literature,scaffolding teaching is a new teaching model based on constructivism and nearest development area theory,and the procedural teaching process and mature teaching model can provide a new direction for micro-writing teaching research.The theory holds that teaching is student-centered and teachers provide progressive help(scaffolding)by creating situations to guide students to continuously cross their nearest developmental zone and become independent learners.Therefore,based on scaffolding,this study clarifies the theoretical connotation and foundation of micro-writing and scaffolding,concludes that scaffolding applied to elementary school micro-writing instruction should be elementary school scaffolding micro-writing instruction,evaluates the viability and importance of scaffolding applied to micro-writing instruction,and suggests that in elementary school scaffolding microwriting instruction,the micro-writing scaffolding provided by the teacher It is suggested that when teaching scaffolded micro-writing in elementary schools,the scaffolds offered by the teachers should represent how the teaching subjects interact,insist on ongoing diagnosis,pay close attention to calibration,and withdraw the scaffolds as needed.Considering the qualities listed above,the process of scaffolding micro-writing teaching in elementary school should be "clarifying the content of microwriting teaching-determining students’ nearest development area-building multidimensional micro-writing scaffolding-cooperative inquiry learning-evaluating and summarizing and withdrawing the scaffolding",and the teaching strategy should be "focus on the origin","grasp the nodes" and "build the fulcrum".The teaching strategy should be "focus on the origin","grasp the node","set up the fulcrum",expand the micro-writing teaching evaluation from the evaluation method and evaluation subject,and realize the integration of teaching and evaluation.Based on the teaching process and teaching strategy,we design and implement a case study of micro-writing teaching in elementary school and analyze it in order to help students’ micro-writing learning and provide reference and suggestions for front-line teachers’ teaching.更多还原