基于知识建构的小学一年级识字教学设计  

Literacy Teaching Design for First Grade in Primary School based on Knowledge Construction

作　　者：赵福君[1] 托伦艾·阿比力提蒲 陈雪琴 ZHAO Fu-jun;TUO Lunay·Abi Litipu;CHEN Xue-qin(Teachers College,Shihezi University/Bingtuan Education Institute,Shihezi 832003,Xinjiang,China;No.20 Middle School,Shihezi 832003,Xinjiang,China)

机构地区：[1]石河子大学师范学院/兵团教育学院,新疆石河子832003 [2]石河子市第二十中学,新疆石河子832003

出　　处：《兵团教育学院学报》2022年第4期35-40,共6页Journal of Bingtuan Education Institute

摘　　要：随着新课程改革的进行,小学语文识字教学需要新的教学方法来提高课堂效率、激发学生的学习兴趣和积极性。本研究尝试应用知识建构的教学理念,以姓名为主题进行了识字的知识建构教学设计,并进行了为期一个月的跟踪研究,以明确知识建构教学设计在小学低段语文识字教学中的作用。研究表明,小学低段语文识字知识建构教学激发了学生的主观能动性,提高了学生的表达能力及自信心,使学生养成了倾听的好习惯,在一定程度上促进了学生对识字的深度学习。With the development of new curriculum reform,Chinese literacy teaching in primary school needs new teaching methods to improve classroom efficiency and stimulate students'interest and enthusiasm in learning.Our study tries to apply the teaching concept of knowledge construction to the design of literacy knowledge construction teaching with names as the theme,and conducts a one-month follow-up study to analyze the role of knowledge construction in literacy teaching at the lower levels of primary school.The research shows that the teaching of literacy knowledge construction in the lower section of primary school could stimulates students'subjective initiative,improves students'ability of expression and confidence,enables students to develop a desirable habit of listening,and promotes students'in-depth learning of literacy to a certain extent.

关 键 词：知识建构 小学语文 识字教学 教学设计 

分 类 号：G623.22[文化科学—教育学]