【作者】 张凌南；

【导师】 钱旭升；

【作者基本信息】 浙江师范大学 ， 课程与教学论， 2011， 硕士

【摘要】 新课程改革力求改变原有课堂教学的弊端,强调知识与能力、过程与方法、情感、态度、价值观的同步发展,以此为出发点,广大教育工作者探索多种教学方法来达到这一目标,笔者也是在此基础上探讨了叙事教学,希望对教育理论及实践工作者都能够有所启发。本文采用文献法、内容分析法及经验总结法等方法对叙事教学的涵义、功能、模式、叙事要素及现实合理性以综述的方式做了相关介绍,同时,本文也介绍了叙事教学的目的与原则、要素、流程、实现方式及实施条件,其中对叙事教学的流程和实现方式做了重点介绍。叙事教学以其趣味性及有效性能够对教师和学生形成很大的吸引力,它通过故事统领整个教学过程,故事完成的过程就是学生达到教学目标、完成教学任务的过程,改变了以往课堂教学单调、乏味的局面。而且,叙事教学很自然的把学生的自主、合作、探究性学习纳入课堂,发展了学生的交际能力、语言表达能力、创新能力、提出问题和分析、解决问题的能力等符合社会要求的各种能力,这些都与新课程改革和素质教育的要求不谋而合。需要指出的是叙事教学作为一种新的教学方法,有其要遵循的原则和实施条件的限制,而且由于叙事教学的综合性和实践性较强,其要求就比较高,所以广大教师在不断完善自身的同时,也要确保其他条件都能够得到满足,为叙事教学在课堂中顺利进行奠定前提条件。笔者希望通过本文对叙事教学的研究使国内学者对叙事教学理论有所了解,开阔教学思路,丰富和扩大我国的教学理论。希望实践工作者能把叙事教学应用到课堂教学,改变过于单调、乏味、单纯注重知识的课堂教学现状,使我们的教学适应新课改的需要。同时,提高学生的学习兴趣,增强其自主学习、合作学习和探究学习的能力,加强与实际生活的联系,使学生有能力把所学知识应用到实践中。更多还原

【Abstract】 The new curriculum reform aims at changing the existing disadvantages of classroom teaching, and emphasizes the simultaneous development of knowledge and ability, process and method, emotion, attitude and values. As a starting point, the educators explore a variety of teaching methods to achieve this goal. On this basis, the author discusses the narrative teaching. Hope that the theory and practice of education can get something from it.In this paper, the author takes the methods of literature, content analysis and experience summary to describe the meaning, function, model, narrative elements and practical rationality in the way of summary. Meanwhile, the paper also describes the purpose and principles, elements, process, implementation strategy and requirements of narrative teaching. Among them, we focus on the process and implementation strategy. The narrative teaching forms a strong attractive during the teachers and students because of its interesting and effectiveness. It guides the whole teaching process through story. The process of story is equal with the process of achieving the teaching objectives and completing the tasks, changing the situation of monotonous classroom and boring. Moreover, the narrative teaching naturally makes the students’ independent, cooperative and inquiry learning into the classroom. In which, it develops the students’various capacity including communication skills, language skills, innovation, presentation and analysis and problem solving ability so as to meet the social requirements. These are the new curriculum reform and quality education requirement coincided. We need be noted that the narrative teaching as a new teaching method, it has to follow some principles and implementation conditions. And because of the strong comprehension and practicality of narrative teaching, it has a higher request. So the teachers constantly improve their own, in the same time, they also ensure that other conditions can be met in order to make the narrative teaching go on smoothly. The author hopes that the scholars can know some about narrative teaching through this article, open teaching ideas, enrich and expand our teaching theory. Hope that the practical teachers can be applied to narrative teaching in classroom teaching to change the monotonous, simple knowledge-based teaching situation. In that case, our teaching will adapt to the new curriculum. Meanwhile, it can enhance students’ learning interests, develop their own learning, cooperative learning and inquiry learning ability, strengthen the links with real life, and give students the ability to put this knowledge into practice.更多还原