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Thoughts on constructing the high school language efficient

时间:2015-11-04 来源:未知 编辑:美国之行 阅读:
Abstract: a full range of new curriculum reform in Shandong province launched the schools at all levels, especially senior high school reform pace greatly, this is a need based on quality education, must also be high school itself. "Language curriculum standards" in Middle School under the guidance of efficient classroom building, the high school Chinese teaching, which has important significance for Chinese teaching in senior high school.

一、新课程标准对语文课的要求
First, the requirements of the new course standard for Chinese Course

《中学语文课程标准》倡导“探究性学习方式”。新课程标准的基本理念之一是“积极倡导自主、合作、探究的学习方式”。学生是学习和发展的主体,语文课程必须根据学生身心发展和语文学习的特点,关注学生的个体差异和不同的学习需求,满足学生的好奇心、求知欲,充分激发学生的主动意识和进取精神,倡导自主、合作、探究的学习方式。而语文教师在教学内容的确定,教学方法的选择,评价方式的设计上,都应有助于这种学习方式的形成。因此,将探究性学习方式引入到课堂教学之中,有利于培养学生的创新精神,鼓励和引导学生有所创见,才能真正提高学生的语文素质。
"The middle school language curriculum standard" advocates "inquiry learning mode". One of the basic concept of the new curriculum standard is "actively promote autonomy, cooperation, inquiry learning mode". Students are the main body of learning and development, Chinese courses must be according to the student body and mind development and the language study characteristic, the individual differences of students attention and different learning needs, satisfy the student's curiosity, and fully arouse student's initiative consciousness and the enterprising spirit, self advocacy, cooperation, explore learning style. While the Chinese teachers in the teaching content determination, the choice of teaching methods, the appraisal way design, should help this kind of study way formation. Therefore, the inquiry learning into classroom teaching, to cultivate the students' innovation spirit, encourage and guide the students to be creative, can really improve their Chinese quality.

与探究性学习方式有关的理论主要涉及两对概念,即“过程”与“结果”、“情境”与“形式”。从探究性事实的角度来说,“过程”是指学生为探索和发展知识所经历的过程,这一过程通常是在教师的组织和支持下进行的。“结果”则是指学生在学习的过程中所获得的知识、技能和态度,可以表现为多种不同的形式,如语言描述、行为表现、情感体验等。“情境”主要指学生在学习过程中所面对的多种具体问题,“形式”则是指学生对获得学习结果的形式化描述。因此,我觉得,探究性学习可以理解为学生在特定学习情景中,通过发现问题、调查研究、动手操作、表达与交流等探究性活动,从而获得知识、技能和态度的学习方式和过程。这也是新形势下对语文课的基本要求。
Associated with the inquiry learning theory mainly relates to two pairs of concepts, namely "process" and "result", "situation" and "form". From the inquiry fact perspective, "process" refers to the process of students' experience for the exploration and development of knowledge, this process is usually conducted in the teacher's organization and support of the. "Results" refers to the students have obtained in the process of learning the knowledge, skills and attitudes, can take many different forms, such as language, behavior, emotion experience. "Situational" mainly refers to the variety of the specific problems faced in the learning process of students, "form" is refers to the student to learn the formal description. Therefore, I think, inquiry learning can be understood as the students in the specific learning situation, finding problems, investigation and study, hands-on, expression and the exchange of inquiry activities, so as to obtain the knowledge, skills and attitudes of learning style and process. The basic requirements of the language class which is under the new situation.


二、语文高效课堂构建的策略
Two, the language of efficient classroom construction strategy

基于《中学语文课程标准》对中学语文教学的要求,作为中学语文教师必须在从下几方面进行探究式教学,从而构建语文教学的高效课堂:
Based on the "school language curriculum standards" on the Chinese teaching of middle school requirements, as a middle school Chinese teacher must be in the next few aspects of inquiry teaching, effective classroom teaching of Chinese to build:

第一,教师的教学行为应当转变。教师应由传统的知识传授者变为学生学习的参与者、引导者和合作者。改变传统教学中学生消极被动地接受知识的状态,把教学看成学生通过探究性活动主动建构学习的过程。改变教师单向传递知识的教学行为,树立以活动促发展的教学观念,教师不再是传统教学过程的控制者、教学活动的支配者、教学内容的制定者与学生成绩的评判者,而应是学习环境的设计者,学生自主学习活动的引导者、组织者和指导者,为学生创造良好的学习氛围,给学生心理上的支持,注意培养学生自觉、自律能力,培养学生的创新精神。
First, the teacher's teaching behavior should change. Teachers should change the traditional knowledge for students to learn of the participants, guide and partners. The change of students in the traditional teaching passively accepting knowledge, teaching as students through the inquiry activity of active construction of learning process. Changing teachers' teaching behavior of one-way transmission of knowledge, set up to promote the development of the concept of teaching activities, the teacher is no longer the makers and the student achievement evaluation control during the teaching process, the teaching activities of the dominator, the teaching content, but should be the designers of learning environment, students' autonomous learning activities, the organizer and guider the guide, create a good learning atmosphere for students, psychological support to students, pay attention to train students' self-consciousness, self-discipline, cultivating students' innovative spirit.


Second, the cultivation of students' question bravely habit. Ancient cloud: "learn your doubts. Little doubt in the small, big doubt is big into". Countless facts prove, "Q" is to cultivate the students' inquiry learning point. Some people say that, in the process of learning from the "no doubt" to "suspect" and then to "undoubtedly" process. Only when the students have doubt, will produce the exploratory interest. Therefore, teachers should actively guide students to put forward their own questions, guide the students to actively participate in the speech, let the students find the answer in the inquiry, in this process, the teacher to do the appropriate to coaching and supplement, this and the teacher will be ready answer at the "end" to the students, the effect will be quite the opposite.

第三,培养学生思维方法。
Third, to cultivate the students' thinking method.

1、打破定势思维,引导反向思维,让学生发现问题。要善于指导学生从习惯性思维模式中跳出来,打破思维定势,试着进行反向思维,引导学生用批判的眼光看事物,从中发现问题。



1, breaking the fixed thinking, reverse thinking to guide the students to find problems. To be good at guiding students to jump out from the pattern of habitual thinking, break the mindset, try to reverse thinking, guide the students to see things with a critical eye, find the problem.

 

2、曲设情境,发散思维,启发学生梳理问题。曲设情境,广开言路,多向思维,使学生在思维的发散中培养解决问题的能力。但在曲设情境时,一定要设计具有开放性的问题,从而引起学生兴趣,帮助学生拓宽思路。
2, curved design situation, divergent thinking, inspire students to sort out the problem. Song set up situation, encourage the free airing of views, multi-dimensional thinking, to enable students to cultivate the ability to solve problems in the divergent thinking in. But in the song set the situation, we must design is an open problem, which caused the interest of students, help students to broaden the idea.

3、挖掘难点,探究思维,培养学生解决问题能力。在新课程改革下的语文探究式学习中,教师要善于捉住疑难点,引导学生探究性思维,让学生去发现和探究疑难、突破疑难,然后陈述出来。
3, mining difficult, inquiry thinking, cultivate students' ability of solving problems. In the new curriculum reform of Chinese inquiry learning, teachers should be good at catching suspected difficulties, guide the students to explore thinking, let the students to discover and explore the breakthrough difficult, difficult, and then stated.

第四,教学评价中增加学生创新比重。教师评价对学生学习行为的塑造有很大作用。论文格式提倡探究性学习方式,就要在教学评价中,要突出学生探究性学习成果的独创性,最大限度地增加学生创新的比重。只有这样,学生才会品尝到探究性学习的甜头,重视这种学生方式与创新思维能力的培养。
Fourth, increase the proportion of students' innovation in teaching assessment. Have a great role in shaping the teacher evaluation of student learning behavior. Paper format advocate inquiry learning, will be in the teaching evaluation, to highlight the students' inquiry learning achievements of originality, maximize the proportion of students innovation. Only in this way, students can taste the sweetness of the inquiry learning, pay more attention to training students with this way of creative thinking ability.

第五,教师解放思想,调动广大学生的积极性。这一过程中教师要做到“放权”。首先,下放导语权。每一节语文课的课前三分钟时间让学生进行口语交际活动,要求学生设计本课导入语。在学生激情的引导下,同学们已把目光聚焦到这篇课文上来,接着,教师乘势上课。其次,下放教学字词权。上新课前,布置学生认真预习课文,借助工具书扫清生字词障碍。学生实际上已经在课前很好地按要求掌握了对生字词的学习。教学新课时,让一两个学生教学字词,着重理解多音字和形近字,实际上是组织一次对生字词的巩固练习,对难检字进行识记,再组织字词竞赛。再次,下放提问权。把提问权交给学生,是开启学生思维、调动学生学习主动性的一条很好的途径。可以先让学生充分熟悉教材,再让学生提问,这样,他们提的问题往往会有针对性。
Fifth, the teacher thought liberation, mobilizing the enthusiasm of the students. Teachers in this process to achieve the "decentralization". First of all, decentralization lead right. Three minutes to let the students oral communicative activities every Chinese lesson before class, ask students to design the class into the language. In the students' passion's guidance, the classmates have focused, to the text and then started the class, teachers. Second, decentralization of teaching words right. The new arrangement before class, students seriously preview the text books with students, clear word obstacle. The students have actually before class well according to the requirements of master of new words learning. Teaching a new lesson, ask one or two students to teaching words, mainly understand the characters and form words, actually is to organize a of new words exercises, to the memorial to the word difficult seized, then organize the word competition. Again, ask the right decentralization. The question over to the students, is to open the students thinking, to mobilize students' learning initiative a good way. You can let students fully familiar with the teaching material, let the students ask questions, so, they question often targeted.


三、改革探索中的反思
Reflection on the reform in three, exploration

新课改调动广大教师学生的积极性,改革第一步带来的是思想的变革,思维的转变不可避免的会带来些见解偏差,下面一些问题值得反思:
Mobilizing the enthusiasm of teachers and students in the new curriculum reform, the reform of the first step brings is the change in thinking, thinking of the inevitable transition will bring some insights deviation, here are some of the problems worthy of reflection:


First, the Chinese curriculum can not blindly pursue active and ignore the foundation. Since the new curriculum "active classroom atmosphere" became a class quality evaluation standard, in order to avoid the ice appeared in class, many of our teachers in teaching when using a variety of methods, to mobilize the enthusiasm of the students. We should not only see the classroom is active on the surface, but also from the basic knowledge of Chinese language, basic knowledge is the cornerstone, without basic knowledge training, innovation and development of Chinese teaching is meaningless. Active classroom atmosphere is important, but it is not the ultimate goal, we should put the language language training static into dynamic, practical activities, this will make the language training and the humanities spirit smoked pottery together.

Second, the language classroom should not be too much emphasis on individuality and ignore the value of cooperative learning. In the Chinese language classroom teaching under the new curriculum concept, promote teachers develop students' personality, unique experience respect for students, respect the students' performance. But in the actual teaching, many teachers emphasize the students a unique experience, to the student's answer to increase recognition, no negative words, such stifle students' innovative thinking, I think the class should give the student some cooperative learning opportunity. Let team members to actively participate in, so as to achieve the real purpose of learning.

Third, the language classroom not too much attention to discuss and explore and ignore reciting accumulation. "Language curriculum standards" pointed out that "we must correctly grasp the characteristics of the Chinese language education in Chinese teaching, and strive to build open and vigorous Chinese curriculum" in the past there is a phase will recite the reading, as the death of reading, read the book died, was class throw. The students did not read back real, no accumulation, no use, no use reading back bold, no Chinese in improving the quality, I think the only more reading, more back to cultivate the sense of language.

In short, to Chinese teaching in the new curriculum based on the students' development, exploration and practice in the course of inevitably appear such blind spots. The key is to constantly find problems, improve the shortage, constantly construct high school language efficient class so that the students' Chinese accomplishment be fully improve.
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