摘 要
自主学习能力的培养是当前教育改革的重要方向，尤其在小学语文教学中具有重要意义。本研究以提升小学生语文自主学习能力为目标，基于建构主义理论和教育心理学原理，设计并实施了一系列课堂干预策略。研究采用准实验法，选取某市两所小学的四个班级作为研究对象，通过前测与后测对比分析学生的自主学习表现，并结合问卷调查和访谈数据深入探讨干预效果。结果显示，经过为期一学期的教学实践，实验组学生在学习动机、自我管理能力和问题解决能力等方面显著优于对照组。本研究创新性地提出“情境引导—任务驱动—反思总结”的教学模式，有效激发了学生的主体意识和学习兴趣。研究结论表明，通过科学设计的课堂活动和教师的有效引导，能够显著促进小学生语文自主学习能力的发展，为相关领域的教学实践提供了可借鉴的经验和理论支持。关键词：自主学习能力; 建构主义; 小学语文; 教学模式; 课堂干预策略
Abstract
The cultivation of autonomous learning ability is a crucial direction in current educational reform, particularly significant in elementary Chinese language teaching. This study aims to enhance the autonomous learning ability of primary school students in Chinese language by designing and implementing a series of classroom intervention strategies based on constructivist theory and principles of educational psychology. A quasi-experimental method was employed, selecting four classes from two primary schools in a city as research subjects. Pre-test and post-test comparisons were conducted to analyze students' autonomous learning performance, complemented by questionnaire surveys and interview data to further explore the intervention effects. The results indicate that after one semester of teaching practice, students in the experimental group significantly outperformed those in the control group in terms of learning motivation, self-management skills, and problem-solving abilities. This study innovatively proposes a "situation-guidance-task-driven-reflection-summary" teaching model, effectively stimulating students' subject consciousness and interest in learning. The conclusion suggests that through scientifically designed classroom activities and effective teacher guidance, the development of primary school students' autonomous learning ability in Chinese can be significantly promoted, providing valuable experience and theoretical support for teaching practices in related fields.Key words:Autonomous Learning Ability; Constructivism; Primary School Chinese; Teaching Model; Classroom Intervention Strategies
目 录
中文摘要 I
英文摘要 II
引 言 1
第1章、自主学习能力的理论基础 2
1.1、自主学习的概念界定 2
1.2、小学语文教学的特点分析 2
1.3、理论与实践的结合路径 2
第2章、激发自主学习的教学策略 4
2.1、任务驱动型学习设计 4
2.2、问题导向式课堂构建 4
2.3、学习兴趣的培养方法 5
第3章、自主学习环境的创设 6
3.1、课堂氛围的优化策略 6
3.2、学习资源的有效整合 6
3.3、师生互动模式的创新 6
第4章、自主学习效果的评估与反馈 8
4.1、学习成果的多维评价 8
4.2、反馈机制的设计与实施 8
4.3、教学改进的具体措施 9
结 论 10
参考文献 11
