毕业论文--新课程标准视野下的“点拨法”教学

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1、分类号：*学校代码：*****学号：************学院本科生毕业论文巧施点拨破迷障自主探究提素养——新课程标准视野下的“点拨法”教学CrossingBarrierwithInspiration,ImprovingQualitybySelf-Study——Inspirationmethodundernewcurriculumstandard所在院(系)：指导教师：研究起止日期：二○一○年十月至二○一一年五月二○一一年五月学位论文独创性声明本人郑重声明：1.坚持以“求实、创新”的科学精神从事研究工作。2.

2、本论文是我个人在导师指导下进行的研究工作和取得的研究成果。3.本论文中除引文外，所有实验、数据和有关材料均是真实的。4.本论文中除引文和致谢的内容外，不包含其他人或其它机构已经发表或撰写过的研究成果。5.其他同志对本研究所做的贡献均已在论文中作了声明并表示了谢意。作者签名：日期：[摘要]教育贵在启发，语文教学尤其如此。蔡澄清老师的“点拨法”是立足于结合我国中学语文的实际和学生学习的实际，运用启发式引导学生自学的一种方法。本文以语文新课程标准提出的基本理念为指导，以“点拨法”课堂实录为基础，从“点”的新内涵、“拨

3、”的新方式、点拨结合三个方面对新课程标准下点拨法的实施进行研究，并阐述了其对笔者今后教学的启示。[关键词]蔡澄清；点拨法；启发；新课程标准[Abstract]Themostimportantelementineducationisinspiration,especiallyinteachingChinese.The“inspirationMethod”ofCaiChengqingisbasedonthepracticeofstudents’learningandtheactualenvironmentofChi

4、neseteachinginmiddleschool.Itisamethodtoguidethestudentstostudyindependentlybyinspiritingandencouragingthem.Thispaper,withtheguidanceofnewcurriculumstandardofChinese,isbasedontherecordofarealclassusinginspirationmethod.ItstudiestheimplementationofChineseteac

5、hingusingthisparticularmethodunderthenewcurriculumstandardfromthenewintensionandapproach.Italsoexpressestheinspirationtheauthorgottouseinherfutureteachingcareer.[Keywords]CaiChengqing;Inspirationmethod;Inspire;Newcurriculumstandard目录引论·······················

6、········································1一、释义“点拨法”：点其要害，拨云见日······························1（一）“点拨法”的产生··············································11、溯源“点拨”····················································12、“点拨法”的正式提出····································

7、··········2（二）“点拨法”的理论体系···········································21、何谓“点拨”····················································22、“点拨”教学法的基本内涵··········································3（三）“点拨法”的继承与发展·········································31、“五步三阶”模式······

8、············································32、“点拨法”的发展··················································3二、“点”的新内涵：点要害，抓重点到画龙点睛·························4（一）从“点其要害”到“画龙点睛”·······················