| 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 先生主体性是指在教导运动中,作为主体的先生在教员引诱下处置同内部世界关系时所表示出的功效特点。它具有三个根本特点,即自立性、能动性和发明性。分歧范畴对造就主体性的研究办法和研究角度各有分歧。本文将以高校俄语系浏览教室教授教养为研究平台,追求处理造就先生主体性的有用门路及办法。在俄语教授教养运动中,浏览教授教养占领很主要的地位。同其它教授教养运动一样,浏览教授教养既是教授教养目标,也是教授教养手腕。浏览才能是进修的条件前提和基本,是组成进修才能的焦点。选择在浏览教授教养中造就先生主体性是由于浏览才能是进修的条件前提和基本。小我的进修才能是决议成就利害、事业造诣年夜小、生涯质量高下的决议性身分,而浏览则是组成进修才能的焦点。另外,浏览才能在高校俄语进修中尤其主要。它既是进修俄语常识的根本门路,也是进修俄语时所请求控制的主要内容。本论文由引言、注释、停止语、参考文献、申谢五部门构成。引言部门论述了选题的实际意义、研究目标、研究义务、研究办法、研究新意、实际基本和资料起源。注释部门分为四个章节：第一章将引见先生主体性的概念、特点,先生主体性教导的实际基本和配景。第二章将引见国际外主体性教导的现状,浏览措施及其与主体性教导之间的关系。第三章将引见我国浏览课的传授现状,并经由过程对问卷的剖析来评论辩论各年级先生浏览时存在的成绩。第四章将引见针对造就我国高校俄语系先生主体性所设计的俄语浏览课的教授教养设计及教授教养案例。结论部门将对全文停止归纳综合和总结,并侧重凸起本论文所研究的教授教养启发。本论文的撰写将有助于我们在教授教养中改良教授教养办法,有助于造就成长先生的主体性及进修才能。 Abstract: The main body of the teacher is to teach the movement, as the main body of the teacher under the guidance of the disposal of the internal world relationship with the effectiveness of the characteristics of the. It has three basic characteristics, namely, independence, initiative and creativity. Differences in the scope of the study of the main body of the research methods and research perspectives. This article will be based on the College Russian professional view of the classroom teaching as a research platform, the pursuit of the main body of the process of creating a useful way and approach. In the teaching of Russian language, it is very important to browse through the teaching of teaching. As well as other professors, browse through teaching is a teaching goal, but also a teaching method. Browse can be the prerequisite and basic condition of learning, it is the focus of learning ability. Choosing to bring up the subject of the teaching in the view of teaching is the prerequisite and basic condition of the study. The ego's learning ability is the decisive factor of the decision to achieve the interests of the achievement, the achievement of the career and the quality of life. In addition, browse to the University in the Russian language learning in particular. It is not only a basic way to learn Russian knowledge, but also the main content of the request for the control of the Russian language learning. This paper consists of introduction, notes, references, language, stop. Five parts. Introduction describes the practical significance of the topic, research objectives, research obligations, research methods, research ideas, practical basic and data origin. The comment section is divided into four chapters: the first chapter introduces the concept and characteristics of the main body of the subject, the practical basic and the background of the subject of mr.. The second chapter will introduce the current situation of the main body of the world, and the relationship between the method and the main teaching. The third chapter will introduce the present situation of our country's visit to the course, and through the analysis of the questionnaire to comment on the results of the students in each grade. The fourth chapter will introduce the design of the teaching design and the teaching case of the Russian language, which is designed by the students of the Russian language. Conclusion the Department will be the full text of the summary and summary, and focus on the study of the teaching of the teaching of the professor. The writing of this thesis will help us to improve the teaching method of the teaching of the teaching, and help to bring up the main body of mr.. 目录: 摘要 5 外文摘要 6-9 引言 9-12 1. 学生主体性概论 12-19 1.1 学生主体性概念、特征 12-13 1.1.1 学生主体性概念 12 1.1.2 学生主体性的特征 12-13 1.2 学生主体性的理论基础 13-17 1.2.1 学生主体性的心理学基础 13-16 1.2.2 学生主体性的教育学基础 16-17 1.3 学生主体性的背景 17-19 1.3.1 学生主体性的由来 17 1.3.2 学生主体性的时代背景 17-18 1.3.3 学生主体性的教育背景 18-19 2. 学生主体性培养的近况 19-24 2.1 国外对于学生主体性培养的近况 19 2.2 国内对于学生主体性培养的近况 19 2.3 本文对学生主体性培养的探讨 19-24 2.3.1 学习方式 20-21 2.3.2 阅读方式 21-22 2.3.3 阅读方式和学生主体性培养 22-24 3. 我国阅读教学的教授近况 24-41 3.1 探讨措施 24 3.1.1 探讨目的 24 3.1.2 探讨问题 24 3.1.3 探讨对象 24 3.1.4 探讨工具 24 3.2 调查问卷 24-27 3.3 数据的略论及启示 27-41 3.3.1 小学 27-29 3.3.2 初中 29-31 3.3.3 高中 31-32 3.3.4 中小学调查结果的结论与启示 32-34 3.3.5 大二 34-36 3.3.6 大三 36-39 3.3.7 各年级问卷调查结论与启示 39-41 4. 高校俄语阅读课教学设计和教学案例 41-60 4.1 我国高校俄语阅读课教学设计 41 4.2 教学案例 41-43 4.2.1 对于教授阅读方式的设想 41-42 4.2.2 对于评价方式的设想 42-43 4.3 课堂教学设计 43-50 4.3.1 教学案例1(以大二阅泛读课为例) 43-46 4.3.2 教学案例2(以大三阅泛读课为例) 46-50 4.3.3 对教学案例的说明和总结 50 4.4 教学实例 50-60 4.4.1 课题 50-51 4.4.2 教学要求 51 4.4.3 教学过程 51-58 4.4.4 教学结论与启示 58-60 结束语 60-62 参考文献 62-64 致谢 64-65 |
