论文标题:分组合作学习在语文课堂教学中的应用研究
The Research on the Application of Group-divided and Cooperative Learning in Chinese Teaching
论文作者 龚玉兰
论文导师 石义堂,论文学位 硕士,论文专业 教育
论文单位 西北师范大学,点击次数 290,论文页数 42页File Size2104k
2004-10-01论文网 http://www.lw23.com/lunwen_875105382/ 分组合作学习;活动;主体性
Group--Divided and Cooperative Learning; activity; autonomy
由于受传统的知识观、教学观和片面追求升学率的影响，中学语文教学，特别是高中语文教学，一直被禁锢在以知识传递为核心、教师讲解为主导的集体教学中。集体教学的过度使用，使学生的主体性发挥受到了限制，影响了学生语文能力的形成与发展。新课程标准特别是普通高中语文课程标准，要求语文教学应致力于学生语文素养的形成与发展，通过教学活动，使学生“具有较强的语文应用能力和一定的审美、探究能力”，“为终身学习和有个性的发展奠定基础”。它要求语文课堂教学要最大限度地突出学生的主体地位，充分发挥学生在形成和发展语文能力过程中的主体作用，在课堂教学中，让学生积极参与学习活动，通过师与生、生与生之间的合作与交流，达到提高语文应用能力、探究能力和审美能力的目的。 基于新课程理念和对集体教学弊端的反思，本研究把合作学习的基本理论和实践模式引入了语文教学，在课堂教学过程中实施了分组合作学习的教学策略，以培养学生的语文应用能力、审美能力和探究能力。在合作学习的方式上，本研究采用了“张富分组合作学习”法，并根据自己教学的实际情况，对张富教学模式中的学课与习课、连问式、评价方法等方面进行了变通。本研究围绕分组合作学习在课堂教学中的应用，通过描述课堂活动情景来说明实施分组合作学习的步骤、方法、学生的反应及学习效果。通过对分组合作学习教学策略实施过程的反思，来探究如何在语文课堂教学中最大限度地发挥学生的主体作用，以体现新课程改革所强调的“主动参与”、“乐于探究”、“交流与合作”的教学理念。
Influenced by the traditional concept of knowledge and teaching, and the undue emphasis on proportion of students entering schools of a higher grade, Chinese teaching in middle schools, especially the one in high schools, is always confined in collective teaching, the core of which is passing on knowledge and the guiding role of which is teacher"s explaining. The over-used collective teaching restricts the cultivation and development of the student autonomy and their Chinese abilities. The new curriculum standard for senior Chinese requires that Chinese teaching should devote itself to cultivating and developing students" Chinese attainments, make students " have a stronger Chinese-using ability and certain appreciating and researching abilities " and "lay a foundation for life-long study and the development of personality". It requires Chinese classroom teaching bring student autonomy into full play during the course of cultivating and developing the students" Chinese abilities. It also requires that during the course of Chinese classroom teaching, students should be got to take an active part in learning activities and the goal of improving students" Chinese using, exploring and appreciating abilities should be achieved through the cooperation and communication between teachers and students and among students themselves.Based on the concept of the new curriculum standard and the reflection on the disadvantages of collective teaching, this research brings the basic theory and practical model of cooperation learning into Chinese teaching. In the course of Chinese classroom teaching, the teaching strategy for the group-divided and cooperative learning is used in order to cultivate the students" abilities of Chinese using, appreciating and exploring. In the form of cooperative learning, this research uses Zhang Fu"s Group-divided and Cooperative Learning method, but makes some proper changes in the aspects of learning and practicing lessons, continuous questioning and evaluating method in Zhang Fu"s teaching model, according to the writer"s practical teaching situation. This research goes around using Group-Divided and Cooperative Learning in Chinese classroom teaching and demonstrates the procedures, methods, the students" responses and their learning results in using Group-Divided and Cooperative Learning model by describing the situation of class activities. Through reflecting the course of using the Group-Divided and Cooperative Learning model, this research explores how to being student autonomy into full play in Chinese classroom teaching so that it can reflect the teaching concept emphasized on the new curriculum reform-"be active in participating ", " be willing to explore ", and " communicate and cooperate ".
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