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北京市昌平区中滩中学语文“疑探”教学模式现状调查与分析

发布时间:2018-10-11 20:06  文章来源:笔耕文化传播
【摘要】:为了促进语文教学质量的提高,在新课改精神指导下,不同地区、不同学校结合自身特点,提出了各具特色、高效的教学模式。北京市昌平区中滩中学语文“疑探”教学模式就是其中之一。北京市昌平区中滩中学的“疑探”教学模式开始推行于2013年4月。“疑探”教学模式中的“疑”是指设疑、解疑,“探”是指自探、合探、再探。“疑探”教学模式以质疑、探究为核心,以自学、合作学习为主要实施方式,以展示点评为呈现方式,是一种复合性、整体性的教学模式。学生是学习活动的主要参与者,也是学习的主体,为了保证“疑探”教学模式的顺利开展,北京市昌平区中滩中学首先从学生分组和学生培训两个方面进行语文“疑探”教学的准备。他们把“疑探”教学实施渗透于语文教学的方方面面,其基本流程包括课前教师设疑、课中质疑探究和课后延伸疑探三个方面。在实际操作中教师与学生以“学”“展”“点”“评”“练”的方式进行疑探,具体说来是,以“学”开展疑探,以“展”呈现疑探,以“点”分析疑探,以“评”评价疑探,以“练”巩固疑探。此外,北京市昌平区中滩中学还制定了详细的“疑探”教学评价标准,它是“疑探”教学的参照,既让“疑探”教学在具体实施中有据可参,又让教师和学生在高标准的要求下实现疑探水平的提升。目前北京市昌平区中滩中学语文“疑探”教学模式取得了显著的成效。学校对“疑探”教学的实施过程不做具体规定,而是强调疑探精神,因此课堂教学形式丰富多样,出现了师(学师)友(学友)合作、小组合作、淘汰等多种形式,它丰富了语文教学形式,培养了疑探精神,学生语文成绩和语文能力也得到大幅提高,教师的专业素养也明显提升,且已经开展了微课题研究。目前,中滩中学的“疑探”教学模式已经产生了一定的影响,不断有各地中学到学校取经,学校有时也接受邀请去外校送课送经验。当然,北京市昌平区中滩中学语文“疑探”教学模式还存在着一定的问题,如课程进展较为缓慢、课文情感渗透较差等。为此,建议语文教师提高课堂掌控能力,加强课堂情感引导,并整体协调课程,建议学生加强疑探合作,注重情感体验。通过学校支持、师生共同努力,进一步完善语文“疑探”教学模式,使北京市昌平区中滩中学“疑探”教学模式取得更好的成果。
[Abstract]:In order to improve the quality of Chinese teaching, under the guidance of the spirit of the new curriculum reform, different regions and different schools combine their own characteristics, put forward their own characteristics, efficient teaching mode. The teaching mode of Chinese in Zhongtan Middle School in Changping District of Beijing is one of them. Beijing Changping District Zhongtan Middle School's "probe" teaching model began to implement in April 2013. In the teaching mode of "probing and probing", "doubt" means to set up doubts and solve them, and "exploration" means self-exploration, cooperation and re-exploration. The teaching mode of "inquiry and inquiry" is a complex and holistic teaching mode, which takes questioning and inquiry as the core, self-learning as the main way of implementation, cooperative learning as the main way, and showing comments as the presentation mode. Students are the main participants in learning activities, and also the main body of learning. In order to ensure the smooth development of the "inquiry" teaching model, Zhongtan Middle School in Changping District of Beijing first prepares for the teaching of Chinese from the two aspects of student grouping and student training. They permeate the teaching of "inquiry" into all aspects of Chinese teaching, and its basic flow includes three aspects: the teacher sets up doubts before class, the query and inquiry in class and the extended inquiry after class. In practice, teachers and students make a probe by means of "study", "show", "point", "comment" and "practice", specifically, carry out inquiry with "study", present suspicion with "exhibition", analyze suspicion with "point" and "evaluate suspect probe". Consolidate the inquiry with "practice". In addition, the Zhongtan Middle School in Changping District of Beijing has also formulated a detailed evaluation standard for the teaching of "probationary exploration", which is a reference for the teaching of "probationary exploration", which can be used as a reference for the practical implementation of the teaching of "suspicious exploration". Teachers and students in high standards to achieve the level of inquiry. At present, the teaching mode of Chinese in Zhongtan Middle School in Changping District of Beijing has achieved remarkable results. The school does not make specific regulations on the implementation process of "suspicious exploration" teaching. Instead, it emphasizes the spirit of suspicious exploration. As a result, there are various forms of classroom teaching, such as the cooperation of teachers (teachers) and friends (students), the cooperation of groups, and the elimination of such forms as teacher (teacher) friends (academic friends), group cooperation, and elimination. It enriches the form of Chinese teaching, cultivates the spirit of inquiry, improves the students' Chinese achievement and Chinese ability, and promotes the teachers' professional accomplishment obviously, and has carried out the research of micro-topic. At present, the teaching mode of "probationary exploration" in Zhongtan Middle School has had a certain influence. There have been more and more schools in various places to take lessons from schools, and schools sometimes accept invitations to send lessons to other schools to send experience. Of course, there are still some problems in the teaching mode of Chinese in Zhongtan Middle School in Changping District of Beijing, such as the slow progress of the curriculum and the poor penetration of the text emotion and so on. Therefore, it is suggested that Chinese teachers should improve their classroom control ability, strengthen classroom emotional guidance, coordinate the curriculum as a whole, and suggest students to strengthen cooperation and pay attention to emotional experience. Through the support of the school, teachers and students make joint efforts to further improve the teaching mode of "suspicious exploration" in Chinese, so as to achieve better results in the teaching mode of "suspicious exploration" in Zhongtan Middle School in Changping District of Beijing.
【学位授予单位】:延边大学
【学位级别】:硕士
【学位授予年份】:2016
【分类号】:G633.3

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