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1、分類號(hào)UDC埸川太肇YANGZHOUUNIVERSITY碩士學(xué)位論文學(xué)號(hào)叢圣!墨Q!璺魚(yú)密級(jí)——(全日制專業(yè)學(xué)位)小學(xué)高年級(jí)語(yǔ)文課堂教學(xué)資源應(yīng)用現(xiàn)狀及對(duì)策研究曹璐明指導(dǎo)教師姓名:噬丞芏熬撞,揚(yáng)劌盤堂,婆蒸揚(yáng)劃,22墨QQ仝!睦塑登主堂高級(jí)熬!至,揚(yáng)劌吏蕉國(guó)!』:堂:姿菱揚(yáng)劌,22曼QQ仝申請(qǐng)學(xué)位級(jí)別:亟學(xué)科專業(yè)名稱:!』:堂塾直論文提交日期:2Q]Z生魚(yú)月2Q旦論文答辯日期:至Q!Z生墨月2壘旦學(xué)位授予單位:揚(yáng)劌太鱟學(xué)位授予日期:2Q!

2、Z生魚(yú)月2Q旦答辯委員會(huì)主席:奎睦選鏊撞2017年06月曹璐明小學(xué)高年級(jí)語(yǔ)文課堂教學(xué)資源應(yīng)用現(xiàn)狀及對(duì)策研究AbstractIIIChineseclassroomteachingresourcesasoneofanimportantpartofthecurriculumresources,theyhavebecomeanincreasinglyimportantroleinChineseclassroomteachingClassroom

3、teachingresourcesmainlyrefertothecollectionofeffectivefactorsforChineseclassroomTheycanapplytoserviceclassroomteachingcontentorsupportclassroomteachingactivitiesIntheclassroomteaching,manyChineseteachersintroduceavariety

4、ofteachingresourcesThiskindofbehaviorbreaksthetraditionalteachingmodeforthecenterwithatextbookAtthesametime,italsoadaptstothedemandoftimesdevelopmentAtpresent,theclassroomteachingresourcesasthebasicelementsofteachingacti

5、vities,theyarewalkingintothefirst—lineteachers’visiongraduallyOntheonehand,theapplicationofChineseclassroomteachingresourcescanhelpteacherstoimproveteachingeffectOntheotherhand,itCallimprovestudents’abilityoflanguagelear

6、ningandChineseacconaplishmentBasedonthecomplexityanddiversityofclassroomteachingresourcesandthedifferencesOilcharacteristicsofstudents’studying,therearesomeproblemsoftheapplicationatteachingresourcesinlanguageclassroomTo

7、understandandsurveyChineseclassroomteachingresourcesapplicationpresentsituationintheelementaryschoolhighergrades,thispaperusesthreemethodssuchasquestionnaire,interviewandclassroomobservationtoinvestigateChineseclassroomt

8、eachingresourcesapplicationsituationThesurveyisconductedinsixaspectsNamelytheunderstandingoftheteachingresources,theapplicationoftextresources,teachers’resourcesandstudentsresourcesapplication,theapplicationofmultimediar

9、esources,classroomresourcestheapplicationInpracticestudyfindsthattheapplicationofelementaryschoolseniorChineseteachingresourcesmainlyexistthefollowingproblems:theteacherlackofteachingresourcesapplicationconsciousnessanda

10、bility;theteachingmaterialasasingleclassroomteachingresources;excessiveuseofclassroomteachingofmultimediaresources;teachers’attentiontoitsownresourcesinsufficient,theprocessingofresourcestothestudentdoesnotreachthedesign

11、atedposition;inadequatepreparationaffectteacheroppositeintegrityresourcestheapplication;classcultul“ecanbeevaded,lackofclassstudyatmosphereAftertheauthor’Scarefulanalysis,theprincipalcausesoftheseproblemshaveseveralaspec

12、tsMainlyincludethetraditionalteachingconceptandtheinfluenceofexam—orientededucation,teachers’knowledgeliteracytheinfluenceofteachers’emotionalfactors,teachers。teachingexperience,teachers’classroomteachingresourcesapplica

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