【作者】 张玲；

【导师】 曹明海；

【作者基本信息】 山东师范大学 ， 课程与教学论， 2008， 硕士

【摘要】 针对传统语文教学存在的弊端,新的课程标准提出了一系列新的理念,目的在于革除弊端,走出困境,还语文教学应有的生命活力。随着全纳教育在世界各国的发展以及在我国的传播,其教育理念日渐深入人心。全纳教育理念与我国正在施行的新课改理念有着很好的适切性。本论文试图运用全纳教育理念探讨语文课堂教学的理论与实践,既与国际教育潮流接轨,又能体现新课改的思想。本论文试就此做出探索。论文主要分为五个部分。第一部分:语文全纳课堂教学的内涵。(一)全纳教育的提出。全纳教育是一种新兴的教育思潮,在国际上兴起于20世纪90年代。1994年,联合国教科文组织在西班牙萨拉曼卡召开了“世界特殊需要教育大会”,大会通过了《萨拉曼卡宣言》。《萨拉曼卡宣言》首次正式提出“全纳教育”。(二)语文全纳课堂教学的内涵。语文全纳课堂是一个实现有教无类、因材施教的具体教学单位。语文全纳课堂教学始终贯穿着全纳教育思想,课堂上的教师在以学生为主体的教学思想指导下,接纳所有学生,促进全体学生积极参与语文课堂学习生活,注重课堂中的集体合作,尊重学生的个体差异,满足每一个学生的需要,关注每一个学生的发展。教学设计要充分调动学生主动学习,采用合理的课堂管理方法,使学生真正实现有效学习,学生个性得到充分理解与尊重,满足每一个学生不同的语文学习需求。(三)语文全纳课堂教学的价值取向。1.从关注部分学生到关注所有学生;2.从关注个体到关注群体;3.从关注知识到关注合作。第二部分:语文全纳课堂教学的理论基础。(一)多元智能理论。加德纳认为,我们的智能是多元的,每个学生都在不同程度上拥有八种基本智能,智能之间的不同组合表现出个体间的智能差异。这一全新的智能理论对于学校教育具有重要的意义。(二)因材施教理论。因材施教思想源远流长。我国古代伟大的教育家孔子关于因材施教的思想主要包含以下要义:第一,深入了解学生,掌握学生各自的特点;第二,根据学生的个别差异,施以不同的教学内容和方法;第三,注重学生的发展,各尽其材。(三)建构主义理论。建构主义理论的核心是:以学生为中心,强调学生对知识的主动探索、主动发现和对所学知识意义的主动建构。建构主义理论是全纳教育研究非常关键的一个理论基础。第三部分:语文全纳课堂教学的实施原则。主要有主体性原则、平等性原则、合作性原则、差异性原则、创新性原则等。第四部分:开展多样性语文全纳课堂教学。(一)语文选择性课堂教学。选择理论的一个主要观点就是:一切行为都是有目的的。William Glasser认为,驱动我们所有行为的需要共有五种:一种生理需要以及四种心理需要,它们包括生存的需要、爱与归属的需要、获得权利的需要、自由的需要以及乐趣的需要。教师在语文课堂上可以有效激发学生的这些需要。(二)语文发展性课堂教学。全纳教育主张教育应关注每一个学生的发展。语文发展性课堂的运作前提是学生必须在他们各自独特的时期发展技能。我们认识到并不是所有的学生都以同样的速度发展。在语文发展性课堂中,教师要想迎接这种挑战,必须提供给学生各种各样基于他们知识和经验之上的学习技巧和策略,根据每个人的学习特点给他们提供不同的学习机会。(三)语文多元智能课堂教学。在语文多元智能课堂中可以让每个学生充分利用自己的优势智能,既达到了基本的学习目标,又实现了学生富有个性的、全面的、主动的学习。这正是因材施教和多元智能所追求的目标。第五部分:语文全纳课堂教学评价。(一)语文全纳课堂教学评价的原则。1.全面性原则。首先应当注意评价内容的全面性;其次应当注重评价对象的全面性。2.多元化原则。多元化评价是为了实现对学生的全面评价而提出的评价原则。多元化评价主要包括以下几个方面:(1)评价标准多元化;(2)评价内容多元化;(3)评价主体多元化;(4)评价方式多元化;(5)评价结果呈现方式多元化。3.情境性原则。语文教学的情境性评价是指在语文课堂教学的真实情境中,对学生的学习进行质性评价。具有情境性、即时性、针对性、多元性、发展性、开放性等特点。(二)语文全纳课堂教学评价应注意的问题。主要有三点:1.评价本身应更注重学生的个性特点;2.在对学生进行评价的问题上应更加注重其系统性;3.教师在评价中的作用日益突出,质性评价方法更多地被采用。综观全文,本论文在前人研究的基础上,主要从两个方面探讨了语文全纳课堂教学的若干理论和实践问题:一、运用全纳教育理念,分析语文全纳课堂教学的内涵和实施原则。二、立足语文全纳课堂教学的实践,探讨如何开展多样性教学,以满足不同学生的不同学习需求。更多还原

【Abstract】 Aiming at existent drawbacks of the traditional language teaching, the new course standard puts forward a series of new principles, which purpose lay in getting rid of irregularity, going out of predicament, returning the life vitality that the language teaching should have. With the development of inclusive education in the world as well as spread in our country, its education principle goes deeply into public gradually. The Inclusive Education thought and the principle of our new course reform are consistent. This paper attempts to use inclusive education ideas for exploring teaching theory and practice, which is the international trend of convergence of education, and reflects the thinking of the new course reform. This paper tries to make this exploration.The Paper mainly divides into five parts.Part I: language inclusive classroom teaching content. (1) The proposal of inclusive education. Inclusive Education is a new type of education ideas, which rose in the 1990s. In 1994, UNESCO Salamanca in Spain held a "World Conference on Education for special needs," the General Assembly adopted the "Declaration of Salamanca”. Salamanca declaration put forward "inclusive education" in the first time. (2) Language Inclusive classroom teaching content. Inclusive language classroom is a teaching unit which teaches students in accordance with their aptitude. Inclusive education thinking runs through Inclusive language teaching. Under the guidance of the student-centered teaching idea, Classroom teachers should accept all students, promote the active participation of students classroom study life, pay attention to the collective cooperation, respect the individual differences of students to meet the needs of every student, and concern every student development. Teaching design should fully mobilize students own positive factors on their study, and take reasonable classroom management methods, which can realize students effective learning, and fully understand student’s personality, and meet every student different needs of languages study. (3) Inclusive Language teaching value orientation. 1. from some students to all students; 2.from the individual to the groups; 3. from knowledge to cooperation.Part II: inclusive language teaching theoretical basis. 1.Theory of Multiple Intelligences. Gardner thinks our intelligence is multifarious, each student own eight kinds of basic intelligences on the different degree, the different combination of individuals’intelligence express intelligence difference. This new intelligence theory has important meaning to the school education.2.individualization theory. This idea has a long history. Ancient the thought concerning teach according to his ability of the great educator Confucius mainly includes following essential point: First, understanding students deeply for their own characteristics; Second, giving different contents of course and methods according to individuals; third, paying attention to the development of students for exerting them. 3. Constructivist theory. The core of the theory: taking student as center, it emphasizes students should explore and set up knowledge meaning learned actively. Constructivist theory is a very important theoretical basis of inclusive education research.Part III: The implement principle of the language inclusive classroom teaching. It includes the whole principles, the principle of equality, cooperation principles, the difference of principle, and the principle of innovation.Part IV: developing diverse inclusive language classroom teaching (1) Language selectivity classroom. One of the main points in choice theory is: all acts have their purposes. the demand which drives our behaviors includes 5 kinds totally: A physiology needs and four psychological need, including the demand of existence, acquire the demand of right, the demand of freedom and the demand of fun. The teacher can stir up the students demand effectively on the language classroom. (2) Language development classroom. Inclusive education holds that education should be concerned about the development of each student. The operation premise of the language development classroom is that students should develop ability at their own special period. We recognize that not all students are in the same speed of development. In the language development of the classroom, for meeting this challenge, teachers should give students all kinds of learning skills and strategies based on their knowledge and experience, and give learning opportunities by the sense of hearing, vision and touch in accordance with each individual’s learning style. (3) Language Multiple Intelligences classroom. In this classroom, each student can make full use of its own advantages smart. It can reach the basic learning goals, and also realize students’personal comprehensive active study. This is the target of multiple intelligence and individualization.Part V: Language inclusive classroom teaching evaluation. (1) The evaluation principles of Language Inclusive classroom Teaching. 1. The comprehensiveness principle. First, it should pay attention to the comprehensiveness of evaluated content, and secondly should focus on the comprehensiveness of evaluated object. 2. The diversified principle. Diversified evaluation is the evaluation principle for carrying out the overall evaluation. Diversified evaluation includes: (1) the diversification evaluation criteria (2) the diversification evaluation content, (3) the diversification evaluation subject (4) diversification of evaluation methods; (5) the diversification show of evaluation results. 3. The situation principle. Language Teaching situational evaluation means in the true situation of the language classroom teaching, the teachers can give qualitative evaluation on students learning, Which has characteristics of immediateness, purpose, diversity, development, and openness. (2) The problem s that the language inclusive classroom teaching’s evaluation should notice. Mainly it has 3 points: 1.taking more care the student’s personal characteristics;2.noticing its system more in carrying on the problem of evaluating students;3. teachers have increasing roles in the evaluation, and more qualitative evaluation methods are used.Looking at the full text of this paper in, on the basis of previous studies, the paper mainly divides into two aspects of the inclusive language teaching several theoretical and practical problems: 1. making use of the inclusive education principle analyses inclusive language teaching content and implement principle.2. based on inclusive language classroom teaching time, the paper explore how to develop the diversity of teaching for meeting the different learning needs of different students.更多还原