苏教版初中语文教材古诗词课后练习系统认知维度分析.pdfVIP

摘 要 本文运用安德森的二维目标分类学原理，从认知过程维度对苏教版初中语文 古诗词教材课后练习系统部分进行认知维度分析。发现该套教材古诗词部分的 【探究·练习】的题目设计存在不足，其一，处于较高认知水平的题目占的比例 只有 7.4%，比例失调，影响学生较高能力的培养，同时各类目数量安排不够合 理，较多的集中在“记忆”“理解”两个类考察学生，存在死记硬背的窠臼。其 二，该套古诗词课后练习题没有涵盖所有的6 个认知过程的 19 个亚类。缺失了 对古诗词学习比较重要的“再认”类目，及“分类”、“推论”、“实施”、“核 查”、“生成”、“计划”类目的练习题的设计。其三，练习题的评估形式不能 很好的考察出学生知识点的掌握能力，存在蜻蜓点水似的隔靴搔痒。通过分析， 笔者希望能为教材编写者及教师课堂授课提供参考，并且希望引起教材编写者的 注意，改进课后练习题目的设计，帮助学生提高运用课后练习题进行自我考查的 能力。 关键词： 古诗词 课后练习系统 认知维度分析 5 Summary Anderson goal of this paper, two-dimensional classification principle, from the cognitive process dimension of the language of ancient poetry for Jiangsu teaching middle school after-school practice of cognitive dimensions of parts of the system. Found that the kit is part of ancient poetry exercises explore the subject of 】 【 design approach broadly in line with the requirements of educational programs, as well as shortcomings, first, at a high level of knowledge of the subject of the proportion of only 7.4% imbalance Of higher ability students, while the number of various types of head arrangement is not reasonable, more concentrated in the memoryunderstanding study two classes of students, there is the stereotype of rote. Second, the set of ancient poetry Drills and exercises do not cover all of the seven cognitive processes of the 19 sub-categories.Themoreimportantrecognitioncategory,andCatego ry,inference,implement, verification, generate , plan category of the exercises the design. Third, the exercises can not be a good for