“113211”课程设计理念下儿童文学课程教学改革探索研究  

Exploration and Research on Teaching Reform of Children′s Literature Course with the Concept of“113211”Curriculum Design

作　　者：韩雄飞 HAN Xiongfei(School of Literature,Huzhou University,Huzhou,Zhejiang,China 313000)

机构地区：[1]湖州师范学院人文学院,浙江湖州313000

出　　处：《昆明学院学报》2021年第4期79-83,共5页Journal of Kunming University

基　　金：教育部重大课题攻关项目“中国儿童文学跨学科拓展研究”(19JZD036);湖州师范学院教育教学改革项目“儿童文学审美教育价值与教学实践研究”(JGJX1916)。

摘　　要：当前,制约儿童文学课程建设的因素主要体现在:一是课程定位模糊,课程开发度不足;二是儿童文学文本浅白,学生重视度不足;三是教学手段单一,学生参与度不足;四是教学评价刻板,学生获得感不足;五是教学显性效果滞后,课程反馈度不足。因此,应当围绕着“113211”课程设计思路,在儿童文学实际教学中遵循课堂教学与课后实践紧密结合、教师教学与学生助学紧密结合、理论知识与习作练笔紧密结合、阅读赏析与课程开发紧密结合、教学目标与效果评价紧密结合等原则。At present,the factors restricting the curriculum construction of children′s literature are mainly reflected in the following aspects.First,the curriculum orientation is vague and the curriculum development degree is insufficient.Second,the text of children′s literature is simple,and the students do not pay enough attention to it.Third,the teaching method is single,and the student participation is insufficient.Fourth,the teaching evaluation is rigid and the students′sense of gain is insufficient.Fifth,the explicit effect of teaching lags behind and the course feedback is insufficient.Therefore,with the help of“113211”curriculum design,some principles should be followed such as the combination of course teaching and practice after class,teachers′teaching and students′learning,theories and practice,reading appreciation and curriculum development and teaching objectives and effect evaluation etc.

关 键 词：“113211”教学方法 儿童文学 课程改革 课程教学 

分 类 号：G633[文化科学—教育学]