学科内整合的课堂教学设计研究

【作者】 王玲玲；

【导师】 徐文彬；

【作者基本信息】 南京师范大学 ， 课程与教学论， 2016， 硕士

【副题名】以小学语文群文阅读为例

【摘要】 虽然现下各学科的教材,基本上都是以单元为基本组织单位。但是一线教师在进行课堂教学设计时还是以篇或课时为单位进行思考,人为地割裂了学科知识内容的整体性、结构性,学生学习收获的仅仅是杂乱的、零星的知识点,没有帮助学生建立完整的内部认知结构,在面对复杂的问题情境时,学生往往无从下手。因此,教师应该把学科知识内容看成一个完整的体系进行课堂教学设计,注重学科素养的培养,促进学生整体性发展。学科内整合教学是教师在学科观念的指导和统领下,创造性地将学科内容、各个教学要素及教学环节进行相互融合和有效组合,在对学科内容进行优化整合的基础上产生聚集效应,从而突破以往的单篇、单课的教学方式,最大限度地促进学生学科核心能力和综合素养发展的一种新的教学方式。但是纵观国内外课程内容整合的教学设计研究成果,多是以跨学科内容整合、信息技术与学科教学整合、综合实践课等课堂教学设计为主,关于怎样科学系统的进行学科内部知识系统整合的课堂教学设计理论研究者相对较少,虽然国内外学科内整合教学实践层面已有很多理论研究,国内比较多的相关研究有“单元整体教学设计”、“主题式教学设计”、“群文阅读教学设计”、“教材二次开发”等,但都是针对某一教学形式的学科内整合理论研究,许多研究成果对教师开展学科内整合教学实践活动的指导性较差,理论体系和具体的操作技术还不够成熟,教师进行学科内整合教学实践活动时还存在着许多误解和困惑。因此笔者试图运用课堂教学设计理论的研究成果,对学科内容整合的课堂教学设计进行理论思考,希望能够提出适合于学科内整合的课堂教学设计,并选取小学语文群文阅读教学作为案例,对教师的群文阅读课堂教学设计文本进行案例剖析,为一线教师有效的进行学科内整合课堂教学设计提供借鉴。本研究主要包括：学科内整合课堂教学设计内涵的阐释,提出学科内整合课堂教学设计的基本原则与基本理念,学科内整合课堂教学设计的思路四个方面。这四个方面的具体研究内容如下：首先是学科内整合课堂教学设计的概述。一方面笔者提出了学科内课堂教学设计的基本理念,另一方面对学科内整合课堂教学设计所涉及的概念：学科内整合、课堂教学设计、群文阅读进行了阐释。笔者从学科内整合课堂教学设计与单篇内容的课堂教学设计的区别出发,结合学科内整合的具体教学模式的特点,提出了学科内整合课堂教学设计所具有的独特的内在特征。另外,笔者还对课堂教学设计的要素进行了研究,提出了从教学目标、教学内容、教学过程、教学评价四个要素进行学科内容整合的课堂教学设计。其次是学科内整合课堂教学设计的基本原则。提出了教师在进行学科内课堂教学设计时要遵循整体性原则、重组性原则与学科性原则。整体性原则要求从教学设计系统整体出发、以学生整体性发展为目的,学科内知识体系整体性设计为载体,设计出系统完整,有效的课堂教学设计。此外,学科内整合教学设计具有学科性特点,每个学科的整合都具有自身学科独有的特点,所以教师在进行学科内整合教学设计时,要树立学科认识、学科思维、问题解决的理念,在进行学科内容整合教学过程中,教师要具备专业的学科认识,以问题解决为目的,保持整合内容的学科本质为前提进行内容整合的课堂教学设计；再次是关于学科内整合课堂教学设计的思路研究。本文选取教学目标、教学内容、教学过程、教学评价四个要素作为学科内整合课堂教学设计的基本要素。教学目标的设置研究关注教学目标分层理论,对教学目标从知识和认知过程两个维度划分；教学内容研究包括教学内容选择的依据、维度以及教学内容的组织形式；对于教学活动的选择并没有局限于选择几种教学活动形式进行研究,而是提出了有效教学活动的特征；教学评价主要涉及对学生学习的评价,强调依据教学目标,判断学科内整合教学任务的达成情况,并关注学生的延时性评价,追求学科内整合的长期效果,从整体上评价学生的学科素养的发展。最后是对运用前面的理论来分析具体的教学设计案例。本研究选取了小学语文群文阅读教学为研究对象,从它的主题、教学目标、教学内容、教学过程、教学评价等方面进行了剖析,并对存在的问题,进行有针对性的修改。为教师运用学科内整合课堂教学设计理论提供案例分享,以便教师更好的开展学科内整合教学活动,提高教学质量。更多还原

【Abstract】 Now teaching materials are basically arranged by unit, but school teachers design their courses by passage or class. This phenomenon artificially dissevers the integrity and systematicness of knowledge, students just learns messy, sporadic knowledge without discipline knowledge structure. So students often do not know how to deal with complex problems. Therefore, teachers should regard subject as a complete system when they design their class and facilitate student’s overall development.Integrated-subject-content-class-teaching design is a teaching design pattern that guided by systematic theory, studies Integrate-subject-content-class-teaching and scientifically and rationally arrange the elements of class teaching. But look through the domestic and foreign studies about integrated course teaching design, most of them are about interdisciplinary content integrating, information technology and subject teaching integrating, unit theme integrating teaching. Few research are about how to scientifically integrate the internal knowledge of a subject when design courses, fewer researchers have formed a complete theoretical system and the concrete operation technology. So the author tries to build up a theory framework of integrated-subject-content-class-teaching design, and hope to be able to put forward a suitable class design method for integrating internal content of a subject. This study selects group article reading case as studying object, deeply explores teachers’ design text of group article reading, and puts forward some advice for teachers to integrate the internal content of a subject when they design courses. This research mainly include following contents:finding the connotation of integrated-subject-content-class-teaching design; putting forward the basic principles and concept of integrated-subject-content-class-teaching design; and summarizing four aspects of integrating teaching design in a subject as follows: The first is the overview of in-subject integration of course designing. The author puts forward not only the basic concepts of in-subject integration of course designing, but also the relative notions of it,including in-subject integration, course designing, group article reading. The author put forward the unique internal traits of in-subject integration of course designing, starting with the difference between in-subject integration of course designing and single passage based course design and considering the traits of specific teaching patterns.. In addition, the author has also studied the elements of course designing, and conclude four aspects for in-subject integration of course designing:teaching objectives, teaching contents, teaching process, teaching evaluation.The Second is basic principles of in-subject integration of course designing. The author Puts forward the principles of integration, restructure and subject. Principle of integration requires that course design should based on the whole teaching system and consider student’s whole development as purpose. It also requires integration from internal subject design to make a integrated and effective course design. In addition, in-subject integration of course designing has disciplinary characteristics and each subject also has its own unique characteristic, so teachers should set up the disciplinary knowledge, disciplinary concept of thinking, problem solving and the subject for the integration of teaching process, together with possess professional discipline knowledge and aim at problem solving, keep the integration of content on the premise of the discipline nature when they design class courses.The third is about the mental method of in-subject integration of course designing. This article selects teaching goal, teaching content, teaching process and teaching evaluation as four elements of in-subject integration of course designing. The setting of teaching goals focuses on the teaching target stratified theory and divide the teaching goal from knowledge and cognitive process in two dimensions; The research of teaching content includes the choice of teaching content, dimension and the organization; it is not limited to the several forms of teaching activities but puts forward the characteristics of effective teaching activities; Teaching evaluation mainly involves learning evaluation for students, emphasizes on the basis of the teaching goal, judge the discipline integration teaching task within reach, and concern for students’ delay evaluation, the pursuit of the long-term effects of subject integration, evaluate students from the overall development.The last is to use the previous theory to analyze the concrete teaching design case. This study selected the group article on Chinese reading teaching as the research object, explored it from its subject, teaching objectives, teaching contents, teaching process, teaching evaluation and so on, and amended its existing problems. This research also supplies cases for in-subject integration of course designing and help teachers to better integrate in-subject content and improve their teaching quality.更多还原