語文新課程發(fā)展性教學(xué)探索.pdf

1、語文新課程發(fā)展性教學(xué)探索中文摘要本文將發(fā)展性教學(xué)理論應(yīng)用于語文新課程教學(xué)，認(rèn)為語文新課程教學(xué)應(yīng)該著眼于人的全面發(fā)展，把教學(xué)與學(xué)生生活緊密聯(lián)系，使語文教學(xué)生活化，重建學(xué)生的精神生活，并以發(fā)展性教學(xué)理論為指導(dǎo)進(jìn)行語文新課程教學(xué)設(shè)計(jì)，力圖從理論和實(shí)踐兩個(gè)方面，為當(dāng)前語文教學(xué)改革提供富有實(shí)踐意義和啟發(fā)意義的新觀點(diǎn)、新方法。本文主要包括兩大內(nèi)容:第一，本文認(rèn)為，發(fā)展性教學(xué)理論是改變語文教學(xué)現(xiàn)狀、推進(jìn)語文教學(xué)改革最適當(dāng)、最有效的途徑。盡管語文教學(xué)改

2、革不斷深入，但人們對(duì)語文教學(xué)的認(rèn)識(shí)仍多局限在教育教學(xué)領(lǐng)域，較少與人的生命過程相聯(lián)系，而且對(duì)這些問題的歷史、文化根源也少有涉及。不過，人們對(duì)語文教學(xué)的現(xiàn)狀也有了基本的共識(shí):缺少人文性，偏重工具性脫離現(xiàn)實(shí)生活，缺乏對(duì)學(xué)生可能生活的合理構(gòu)建以單調(diào)乏味的理性生活為主，缺少對(duì)學(xué)生感性生活的重視，不能滿足學(xué)生精神生活的需要在本應(yīng)以審美教育為主的語文教學(xué)中弱化審美教育，使得具體的語文教學(xué)實(shí)踐出現(xiàn)較大偏差。發(fā)展性教學(xué)是建立在建構(gòu)主義基礎(chǔ)上的教學(xué)理論，它

3、把教育教學(xué)看作人生命過程的重要部分，著眼于人的全面發(fā)展，認(rèn)為教育教學(xué)的過程是包括發(fā)展人的認(rèn)知、情感和思維在內(nèi)的完整教育過程。它所倡導(dǎo)的“主動(dòng)參與、合作學(xué)習(xí)、尊重差異、體驗(yàn)成功”四大特點(diǎn)集中體現(xiàn)了發(fā)展性教學(xué)的人本主義色彩。尤其是它提出了關(guān)于教學(xué)的許多富有創(chuàng)造性的新穎觀點(diǎn):它強(qiáng)調(diào)實(shí)踐的重要性認(rèn)為教學(xué)過程是一個(gè)自組織的過程它讓我們重新認(rèn)識(shí)權(quán)威和控制的含義它提出教學(xué)不能忽視隱喻與描敘性方式它賦予教學(xué)以嶄新的目的、規(guī)劃、目標(biāo)觀念它讓評(píng)價(jià)成為帶有更

4、濃厚的民主色彩的綜合藝術(shù)。本文認(rèn)為，與其他理論相比，發(fā)展性教學(xué)的觀念和主張，對(duì)從更深刻的層面上解決語文教學(xué)所面臨的種種問題和困惑，具有極其重要的現(xiàn)實(shí)意義和指導(dǎo)意義。第二，如何使發(fā)展性教學(xué)理論在語文新課程教學(xué)實(shí)踐中得到真正有效的落實(shí)，這是本文著重解決的問題。本文認(rèn)為，以學(xué)生生活為切入點(diǎn)，把語文新課程教學(xué)與學(xué)生生活聯(lián)系起來，實(shí)施生活化的語文教StudyofDevelopmentteachingAboutChinesenewcourseAbs

5、tractTheessayappliesdevelopmentteachingtheoryintoteachingofChinesecourse.ItspecifiesthattheteachingofChinesecourseshouldfocusoncompletedevelopmentofhumanbeingandrelateteachingcloselytostudentlife.Thereforeteachingcanrebu

6、ildstudentspirituallife.Guidedbytheteachingdevelopmenttheoryclassdesignshouldcombinetheoryandpractice.TheessayprovidesnewconceptsandnewpracticalmethodsforrenovationsofChineseteachingTheessayiscomposedoftwoparts:1.Develop

7、mentteachingtheoryisthemostappropriateandmostefectivewaytochangethecurrentsituationofChineseteachingAlthoughthereareconstantrenovationsonChineseteachingpeoplesknowledgeofChineseteachingisstillmuchrestrictedtothefieldofed

8、ucationandteaching.ThereisalackofinteractionbetweenChineseteachingandpeopleslifeprocessandthereisfewdiscussiononthehistoryandcultureoriginofthesequestions.NeverthelesspeoplehavereachedacommonknowledgeofChineseteaching一la

9、ckofhumanityemphasisonitsnatureofatooldispatchofreallifeandfocusondulllogistics.ConsequentlyChineseteachingwhichissupposedtobecentralizedbybeautysensingeducationhasturnedouttobeawayfromitstarget.Developmentteachingtheory

10、isbasedontheconceptofconstructivenessanddevelopment.Itperceiveseducationandteachingasanimportantpartoflifeprocess.Itintegratespeoplesemotionlogicandknowledge.Itsfourcharacteristics一activeparticipationcooperativelearningr

11、espectofindividualdiferenceandexperienceofsuccessshowsgreatlythehumanityofdevelopmentteaching.Inparticularthetheorybringstostagealotofcreativeideas.Itemphasizestheimportanceofpracticeandseesteachingaselforganizedprocess.

12、Itgivesteachingnewobjectivesandplans.Teachingevaluationnowbecomesasynergizedartofdemocracy.ComparingtoothertheoriestheconceptofdevelopmentteachingcansolveproblemsofChineseteaching、arefacingnowfromadeeperpointofviewanditi

13、shopedtobeofpracticalandinstructionmeaningforChineseteaching.2.HowtoapplydevelopmentteachingtheoryintorealteachingofChineselessons.Itisaddressedthatthebasicwayistocombineteachingwithstudentlife.Thecombinationmeansthattea