高中语文“同课异构”教学活动研究
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摘要
新课程改革为语文教学带来契机,也让语文教师面临挑战。面对新的课程改革,每一位语文教师都应积极转变教育教学思想,努力提升个人业务水平。如何建设高效课堂,就成为摆在每位语文教师面前的重要任务。高中语文“同课异构”教学活动就是为促进教师专业发展,创建高效课堂而提出的一种教学形式。在国内,已经有很多学校开始尝试实行,但是对“同课异构”这一概念并没有统一的说法,对于它实施的理论依据,具体实施步骤以及实施策略也没有比较系统的研究,本研究的重点在于解决这些问题。
所谓“同课异构”,就是在教学过程中为完成相同的授课内容而进行不同的教学设计与构思。“同课异构”教学活动是指针对相同的授课内容,采用不同的构思、不同的教学方法、不同的设计风格、不同的实施途径,来付诸教学实践的一种教学活动。对高中语文“同课异构”教学活动的研究,主要基于本人所在学校的高中语文教学,采用比较研究法,探求语文教学的最优化,来进一步优化课堂教学。
全文共分四个部分:
第一部分:针对“同课异构”概念的不同观点,对“同课异构”及其“同课异构”教学活动的概念重新加以界定,并进一步指出“同课异构”的两种主要类型。
第二部分:结合当前教育改革的大背景以及本人所在学校的教育教学现状,指出高中语文“同课异构”教学活动实施的背景,然后从合作教学理论、同伴互助理论、建构主义理论以及教育教学最优化理论四个方面阐述高中语文“同课异构”教学活动实施的理论依据,最后指出了高中语文“同课异构”教学活动的研究意义。
第三部分:指出高中语文“同课异构”教学活动的实施原则,并结合本人所在学校举行的高中语文“同课异构”教学活动实践具体论述高中语文“同课异构”教学活动的实施步骤,从而确立这一教学活动的具体操作流程:创造性地使用教材,授课过程同中求异,讨论反思中提升,个体优化再加工。同时,进一步指出高中语文“同课异构”教学活动的实施策略:转变教师观念,引导主动参与;加强合作精神,建立团队意识;优化评价机制,激发教师热情。
第四部分:从形成性评价、比较评价以及团体评价三个方面对高中语文“同课异构”教学活动进行评价,最后,对高中语文“同课异构”教学活动的有效性进行进一步地探讨,同时指出其有效性的表现:构建了合作、互动的教研模式,促进了教师专业发展,促进了高效课堂的建设。
本研究坚持理论与实践相结合的原则,立足于中学语文教学实际,试图寻求一种促使语文教学最优化,提高课堂效率的教学方式,以期为广大中学语文教师提供教学帮助。
The new curriculum reform of Chinese teaching brings opportunities and let a language teacher face a challenge. Facing the new curriculum reform, each language teacher should actively change education teaching ideas, make great efforts to improve individual business level. How to build effective classroom becomes suspended important tasks in front of each language teachers. High school Chinese "heterogeneous" teaching activities with lesson are put forward as a teaching form to promote teachers' professional development and build the establishment of a classroom. In China, there has been much school which started trying to implement, but with class of "heterogeneous" this concept no one is for its implementation, theoretical basis, specific implementation steps,implementation tactics and no systematic studies, so this study focus is to solve these problems.
The so-called "heterogeneous" is to accomplish the same teaching materials but the teaching content of different design and the idea with class in the teaching process. "Heterogeneous" teaching activities with class of the same subject are to the point: the same teaching content, using different ideas, different teaching methods, different design style, different ways to implement it to put into teaching practice teaching activities. With class of high school Chinese "heterogeneous" teaching activities, it is mainly based on my personal school high school.I take the comparative research of Chinese teaching to explore Chinese teaching and further optimize the optimization classroom teaching.
The article is divided into four parts:
The first part: Based on heterogeneous "concept" with class differences of opinion with the lesson of "heterogeneous" and "heterogeneous" teaching activities with class, the concept is to define and I will further point out "with class of heterogeneous" two main types.
Part 2: With the education reform and the current background as well as my school education teaching situation, I point out the background of high school Chinese heterogeneous "teaching" with class, and then expound the subject from mutual cooperative teaching theory, companion, constructivism theory of education teaching the theory of optimum .Finally I will illustrate the high school Chinese heterogeneous "teaching" with class activities of research significance from the theory and practice two aspects.
Part 3: Point out the implementation theory of“heterogeneout”teaching activities in high school Chinese class and based on my own school's practice about high school language "heterogeneous" teaching activities I will concretely describe high school Chinese "teaching activities with class the implementation of heterogeneous", thus establishing principles and steps of the teaching activity.The concrete operating processes are as follows creative use of teaching materials; teaching process; discuss with seeking reflection ascension; individual optimization reprocessing. Meanwhile, further point out the implementation tactics of Chinese class“heterogeneout”teaching activities: change teachers’mind, guide teachers to participate actively; strengthen cooperation spirits, establish a team consciousness; optimize evaluation mechanism, activate teachers’passion.
Part four: Evaluate high school Chinese class“heterogeneout”teaching activities from three aspects of formative evaluation、comparative evaluation and group evaluation. Finally, the high school Chinese "with class the effectiveness of heterogeneous" teaching activities and point out its further explores the effectiveness of performance: the construction in the cooperation, interactive teaching mode, to promote teachers' professional development and the construction of high class.
This study insists on combining theory with practice and bases on the principle of Chinese language teaching practice secondary trying to seek a prompted Chinese teaching and improve the classroom efficiency optimization of teaching methods. I hope it can provide broad middle school teachers of Chinese language teaching with help.
所谓“同课异构”,就是在教学过程中为完成相同的授课内容而进行不同的教学设计与构思。“同课异构”教学活动是指针对相同的授课内容,采用不同的构思、不同的教学方法、不同的设计风格、不同的实施途径,来付诸教学实践的一种教学活动。对高中语文“同课异构”教学活动的研究,主要基于本人所在学校的高中语文教学,采用比较研究法,探求语文教学的最优化,来进一步优化课堂教学。
全文共分四个部分:
第一部分:针对“同课异构”概念的不同观点,对“同课异构”及其“同课异构”教学活动的概念重新加以界定,并进一步指出“同课异构”的两种主要类型。
第二部分:结合当前教育改革的大背景以及本人所在学校的教育教学现状,指出高中语文“同课异构”教学活动实施的背景,然后从合作教学理论、同伴互助理论、建构主义理论以及教育教学最优化理论四个方面阐述高中语文“同课异构”教学活动实施的理论依据,最后指出了高中语文“同课异构”教学活动的研究意义。
第三部分:指出高中语文“同课异构”教学活动的实施原则,并结合本人所在学校举行的高中语文“同课异构”教学活动实践具体论述高中语文“同课异构”教学活动的实施步骤,从而确立这一教学活动的具体操作流程:创造性地使用教材,授课过程同中求异,讨论反思中提升,个体优化再加工。同时,进一步指出高中语文“同课异构”教学活动的实施策略:转变教师观念,引导主动参与;加强合作精神,建立团队意识;优化评价机制,激发教师热情。
第四部分:从形成性评价、比较评价以及团体评价三个方面对高中语文“同课异构”教学活动进行评价,最后,对高中语文“同课异构”教学活动的有效性进行进一步地探讨,同时指出其有效性的表现:构建了合作、互动的教研模式,促进了教师专业发展,促进了高效课堂的建设。
本研究坚持理论与实践相结合的原则,立足于中学语文教学实际,试图寻求一种促使语文教学最优化,提高课堂效率的教学方式,以期为广大中学语文教师提供教学帮助。
The new curriculum reform of Chinese teaching brings opportunities and let a language teacher face a challenge. Facing the new curriculum reform, each language teacher should actively change education teaching ideas, make great efforts to improve individual business level. How to build effective classroom becomes suspended important tasks in front of each language teachers. High school Chinese "heterogeneous" teaching activities with lesson are put forward as a teaching form to promote teachers' professional development and build the establishment of a classroom. In China, there has been much school which started trying to implement, but with class of "heterogeneous" this concept no one is for its implementation, theoretical basis, specific implementation steps,implementation tactics and no systematic studies, so this study focus is to solve these problems.
The so-called "heterogeneous" is to accomplish the same teaching materials but the teaching content of different design and the idea with class in the teaching process. "Heterogeneous" teaching activities with class of the same subject are to the point: the same teaching content, using different ideas, different teaching methods, different design style, different ways to implement it to put into teaching practice teaching activities. With class of high school Chinese "heterogeneous" teaching activities, it is mainly based on my personal school high school.I take the comparative research of Chinese teaching to explore Chinese teaching and further optimize the optimization classroom teaching.
The article is divided into four parts:
The first part: Based on heterogeneous "concept" with class differences of opinion with the lesson of "heterogeneous" and "heterogeneous" teaching activities with class, the concept is to define and I will further point out "with class of heterogeneous" two main types.
Part 2: With the education reform and the current background as well as my school education teaching situation, I point out the background of high school Chinese heterogeneous "teaching" with class, and then expound the subject from mutual cooperative teaching theory, companion, constructivism theory of education teaching the theory of optimum .Finally I will illustrate the high school Chinese heterogeneous "teaching" with class activities of research significance from the theory and practice two aspects.
Part 3: Point out the implementation theory of“heterogeneout”teaching activities in high school Chinese class and based on my own school's practice about high school language "heterogeneous" teaching activities I will concretely describe high school Chinese "teaching activities with class the implementation of heterogeneous", thus establishing principles and steps of the teaching activity.The concrete operating processes are as follows creative use of teaching materials; teaching process; discuss with seeking reflection ascension; individual optimization reprocessing. Meanwhile, further point out the implementation tactics of Chinese class“heterogeneout”teaching activities: change teachers’mind, guide teachers to participate actively; strengthen cooperation spirits, establish a team consciousness; optimize evaluation mechanism, activate teachers’passion.
Part four: Evaluate high school Chinese class“heterogeneout”teaching activities from three aspects of formative evaluation、comparative evaluation and group evaluation. Finally, the high school Chinese "with class the effectiveness of heterogeneous" teaching activities and point out its further explores the effectiveness of performance: the construction in the cooperation, interactive teaching mode, to promote teachers' professional development and the construction of high class.
This study insists on combining theory with practice and bases on the principle of Chinese language teaching practice secondary trying to seek a prompted Chinese teaching and improve the classroom efficiency optimization of teaching methods. I hope it can provide broad middle school teachers of Chinese language teaching with help.
引文
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[22]潘庆玉.富有想象力的课堂教学[M].广州:广东教育出版社.2009
[23]孟宪承.中国古代教育文选(第三版)[M].北京:人民教育出版社.2009,(7)
[24](苏)Ю.К.巴班斯基著,吴文侃等译.论教学过程最优化[M].北京:教育科学出版社.2001
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[2]王敏勤.“同课异构”教学反思例谈[J].中国教育学刊.2008,(06):62.
[3]陈苗.同课异构异样精彩——温杭两地幼儿园的交流探讨[J].上海教育科研.2008,(3):78-80.
[4]李云吾.互补共振:“同课异构”教研方式的目的[J].浙江教育科学,2007(5):43-44.
[5]韦茂荣主编:现代教学模式研究[M].成都:四川民族出版社,1998:75.
[6]潘庆玉.科学主义语文教育观评析[J].山东教育科研.2000,(06):14.
[7]潘庆玉.富有想象力的课堂教学[M].广州:广东教育出版社.2009:9.
[8]陶秋云.推行同课异构深化校本教研[J].湖南教育.2005,(4):25.
[9]李小平.同课异构的内涵及其外延[J].师资建设.2010,(8):29.
[10]刘恭祥.开展“多人同课异构”微格教学评价,促进地理教师专业化发展[N].福建教育学院学报.2008(03)期.
[11]李小平.同课异构的内涵及其外延[J].师资建设.2010,(8):29.
[12]曾显姣,张雪红.改革课堂教学推进素质教育[J].现代中小学教育.1999 (11).
[13]教育部.基础教育课程改革纲要(试行)[N].中国教育报.2001年7月27日第2版.
[14]王坦.合作教学的基本类型与理念析要[J].山东教育科研.1999,12:9.
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