节点文献
基于脑科学的高中语文小说教学研究
【作者】 冯敏；
【作者基本信息】 扬州大学 ， 学科教学（语文）（专业学位）， 2019， 硕士
【摘要】 脑科学的相关研究是目前最前沿、最受瞩目的新学科,它的产生与发展对教育领域产生了重大的影响。发挥脑科学的理论优势,推进教育发展势在必行。高中语文小说教学的地位不言自明,它一直是高中阅读教学的重点内容,但在实际的高中语文小说教学中尚且存在以下问题:首先是学生受固定思维影响,导致想象力、创造力水平低;其次是因为学生没有将鉴赏与评价小说的方法融会贯通。究其根本是学生学法与教师教法上存在问题。在研究的过程中,通过文献研究法、观察法、案例分析法等研究方法从理论到实践为研究做好准备,为顺利研究提供可能。本文分为五个部分:引言部分主要阐述基于脑科学的高中语文小说教学的研究缘起与研究意义,对脑科学与小说教学的研究现状进行综述,根据当前的研究成果来提出本研究的研究问题与展望,明确研究目标、研究思路、研究方法,并且提出本文的创新之处。第一章首先阐述脑科学的含义以及基于脑科学的教育的含义,接着从研究脑的学习区域、学习特征、学习可能性、学习关键期以及学习心理机制出发,着重介绍脑与学生学习相关的理论研究成果。通过对先行的教学模式的批判,提出了基于脑的教学模式的主张,并且探究基于脑科学的教育规律的重构。第二章主要阐述了基于脑科学的高中语文小说教学的内涵与价值,价值主要分两个方面:一是从对课堂教学的价值进行阐述,目的是为了提高高中语文小说教学的效率;二是从学生学习的角度进行阐述,基于脑科学的高中语文小说教学有利于丰富学生的想象力与创造力,培养学生的阅读与鉴赏能力。第三章通过理论分析提出基于脑科学的高中语文小说教学策略,从“思维”角度入手,因为思维既是脑科学的重点研究内容,又是学习科学的核心。思维是这两个学科最大的共同点。这样,就能将脑科学关于思维、感知觉、记忆、情绪等重要研究成果同中小学的各科教学、同学生的可持续发展联系起来了。接着阐述学生的思维能力、情绪、学习动机、记忆能力以及构建新旧知识体系的能力在高中小说教学中所产生的作用以及运用方法。第四章通过实习时的真实上课经历,选择了两篇小说文本作为研究案例,对在第三章中提出的教学策略进行验证,通过笔者实际上课经历与感受以及与学生的交流,来分析上述策略的可行性与不足之处,并对基于脑科学的高中语文小说教学提出相关建议。
【Abstract】 The related research of brain science is the most cutting-edge and attractive new subject at present.Only by developing the brain’s potential and promoting the brain’s thinking ability can we really improve the efficiency of study and work.The teaching of Chinese novels in senior High School has always been an important content of high school reading teaching,but in the actual teaching there are low teaching efficiency problems,first of all,students are affected by fixed thinking,imagination,low level of creativity;The second is that students do not integrate the methods of appreciation and evaluation of novels.The fundamental problem is that there are problems in students’ learning methods and teachers’ teaching methods.This article is divided into five parts:The introduction mainly expounds the origin and significance of the teaching research of high school Chinese novels based on brain science,summarizes the current research situation of brain science and novel teaching,and puts forward the research problems and prospects of this study according to the current research results.Clear research objectives,research ideas,research methods,and put forward the innovation point of this study.The first chapter describes the meaning of brain science and the meaning of education based on brain science,and then starts from the study of brain learning areas,learning characteristics,learning possibilities,the critical period of learning and learning psychological mechanism,the first chapter explains the meaning of brain science and the meaning of education based on brain science.This paper focuses on the theoretical research results of brain and student learning.By criticizing the leading teaching model,this paper puts forward the idea of brain-based teaching model,and probes into the reconstruction of the educational law based on brain science.The second chapter mainly expounds the connotation and value of high school Chinese novel teaching based on brain science.The value is mainly divided into two aspects:one is to expound the value of classroom teaching in order to improve the efficiency of high school Chinese novel teaching;Secondly,from the point of view of students’ study,the teaching of high school Chinese novels based on brain science is beneficial to enrich students’imagination and creativity,and to cultivate their reading and appreciation ability.The third chapter,through theoretical analysis,puts forward the teaching strategy of middle school novels based on Brain science,starting from the angle of "thinking",because thinking is not only the key research content of brain science,but also the core of learning science.Thinking is the greatest common denominator between the two disciplines.In this way,the important research results of brain science on thinking,perception,memory,emotion and so on can be connected with the teaching of primary and secondary schools and the sustainable development of students.Then it expounds the function of students’ thinking ability,emotion,learning motivation,In the teaching of high school and middle school novels,memory ability and the ability and application method of constructing old and new knowledge system.In the fourth chapter,the author chooses two novel texts as the research cases,validates the teaching strategies put forward in the third chapter,and through the author’s actual experience and feelings in class and the communication with the students,the author chooses the two novel texts as the research cases to verify the teaching strategies put forward in the third chapter.This paper analyzes the feasibility and shortcomings of the above strategies,and puts forward some suggestions for the teaching of high school Chinese novels based on brain science.