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信息技术与学科教学融合成为了教育教学的必然选择。为改变传统语文教学存在不重认知结构特征、忽略学生知识基础、不重文本多元理解,合作学习形式化、不重知识意义情境,忽略生活世界的关联等问题,本文采用案例分析法,以小学语文课为例,探索信息技术支持的小学语文有意义学习。基于此,笔者提出了技术支持的课前自主探究、技术支持的合作研学、技术支持的拓展学习三种有意义学习的策略。通过实践表明,这三种有意义学习策略能在一定程度上促进知识结构的意义关联、促进文本的多元理解、促进知识的意义建构,为教学提供一定的参考价值。
The integration of information technology and subject teaching has become the inevitable choice of education and teaching. In order to change the existing structure of traditional Chinese teaching, the author neglects the knowledge base of students, ignores the multiple comprehension of texts, formalizes cooperative learning, ignores the context of knowledge, neglects the connection of life world, Primary language lesson as an example, to explore meaningful information technology-based primary school language learning. Based on this, the author proposes three meaningful learning strategies of technical support, such as independent study before class, cooperative research of technical support, and extended learning of technical support. Practice shows that these three meaningful learning strategies can promote the relevance of knowledge structure to a certain extent, promote the multi-understanding of texts and promote the construction of the meaning of knowledge, so as to provide certain reference value for teaching.