本文關(guān)鍵詞：高中語文教師古典詩詞文本解讀研究　出處：《山西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 高中語文 語文教師 古典詩詞 文本解讀

【摘要】：選入高中語文必修教材中的古典詩詞文本大都是歷史悠久、具有一定教育意義和藝術(shù)價(jià)值的經(jīng)典作品,其中蘊(yùn)含眾多的民族智慧、民族精神和民族文化,具有重要而豐富的教學(xué)價(jià)值。然而,古典詩詞語言的含蓄性決定了必須經(jīng)過解讀這一環(huán)節(jié)才能發(fā)現(xiàn)其中的內(nèi)涵與價(jià)值。因此,語文教師備課環(huán)節(jié)對古典詩詞文本的解讀顯得尤為重要,它在某種程度上直接影響古典詩詞教學(xué)質(zhì)量和課堂教學(xué)內(nèi)容的選擇,關(guān)系到學(xué)生對經(jīng)典文化的學(xué)習(xí)程度和情感、態(tài)度、價(jià)值觀的培養(yǎng)與激發(fā)。本研究以教師備課環(huán)節(jié)的文本解讀為切入口,借鑒已有研究成果,對備課環(huán)節(jié)教師古典詩詞文本解讀進(jìn)行了較為全面而深入的研究。研究內(nèi)容主要分為以下方面： 1.核心概念界定和研究框架建構(gòu)。為保證研究的科學(xué)性和嚴(yán)謹(jǐn)性,在梳理已有研究的基礎(chǔ)上,筆者對本研究中涉及到的語文教師古典詩詞文本解讀、語文教師古典詩詞文本解讀深度、廣度三個核心概念進(jìn)行界定。并依據(jù)核心概念的界定和文本解讀理論的相關(guān)知識,構(gòu)建高中語文教師古典詩詞文本解讀研究框架,從文本解讀深度、廣度、視角和流程四個維度展開研究。 2.研究工具的設(shè)計(jì)。依據(jù)研究維度設(shè)置,筆者制定了《高中語文教師古典詩詞文本解讀調(diào)查問卷》和《高中語文教師古典詩詞文本解讀訪談提綱》。在研究工具設(shè)計(jì)過程中,結(jié)合每個維度的理論基礎(chǔ),設(shè)置相應(yīng)題目并進(jìn)行多次修改。經(jīng)語文教育專家和優(yōu)秀語文教師初步鑒定后,筆者對調(diào)查問卷進(jìn)行嚴(yán)格的信效度檢驗(yàn),并對訪談提綱進(jìn)行兩次試訪談,保證研究工具的科學(xué)性與合理性。 3.高中語文教師古典詩詞文本解讀現(xiàn)狀分析。本研究在第五章分五個小節(jié),結(jié)合問卷和訪談數(shù)據(jù)對高中語文教師古典詩詞文本解讀深度、廣度、視角和流程進(jìn)行整體分析和差異性、相關(guān)性分析。通過探究發(fā)現(xiàn)教師對古典詩詞文本深層意蘊(yùn)挖掘不夠,解讀范圍較為狹窄,解讀視角相對單一,解讀流程不夠完善；不同背景下的教師在文本解讀過程中有一定差異。 4．影響因素和解讀建議探究。教師古典詩詞文本解讀影響因素從主客觀兩方面分析，主觀因素包括教師自身的文本解讀理念與方法、閱讀經(jīng)驗(yàn)、知識儲備、教學(xué)經(jīng)驗(yàn)；客觀因素包括課標(biāo)要求和考試影響，平時(shí)工作壓力大，培訓(xùn)機(jī)會少。解讀建議從高中語文教師古典詩詞文本解讀的理念、方法、流程、培訓(xùn)四大方面進(jìn)行研究，希望通過這些建議引導(dǎo)教師更新自己的文本解讀理念，靈活運(yùn)用文本解讀方法，完善與細(xì)化自己的解讀流程，同時(shí)接受高效全面的培訓(xùn)，，不斷提升自己的古典詩詞文本解讀能力。
[Abstract]:In the classical poetry text compulsory textbook of Chinese in senior high school mostly has a long history, has a certain education significance and artistic value of classical works, which contains many of the wisdom of the nation, the national spirit and national culture, has important value and rich teaching. However, implicit classical poetry language must be decided after reading this to link discovery and the value connotation. Therefore, teachers of Chinese classical poetry text interpretation of the link is particularly important, which has a direct influence of classical poetry teaching and classroom teaching content choice, related to the students' learning degree of classic culture and emotion, attitude, cultivating and stimulating values. The research of text interpretation to teachers of the entrance, based on existing research results, the preparation process of teachers of classical poetry makes a comprehensive interpretation of the text The research content is mainly divided into the following aspects:
The definition of the 1. core concepts and research framework. In order to ensure the scientific research and rigor, based on combing the existing research, the author of the interpretation of teachers of Chinese classical poetry text concerned in this study, teachers of Chinese classical poetry text interpretation depth, defines three core concepts of breadth. And on the basis of the definition of the core concept text interpretation theory and related knowledge, construction of high school teachers of Chinese classical poetry text interpretation framework, text interpretation, from the breadth depth study of four dimensions perspective and process.
The design of 2. research tools. Based on the dimension, the author has formulated the "high school teachers of Chinese classical poetry text interpretation questionnaire > and < high school teachers of Chinese classical poetry text interpretation. In the process of interview tool design, on the basis of the theory of each dimension, set the corresponding subject and multiple modifications. After the preliminary appraisal outstanding teachers of Chinese language education experts and the author of the survey, the questionnaire and the strict test, interview two pilot interviews, research tools to ensure scientific and reasonable.
Analysis of the status quo of the classical poetry text interpretation of the 3. Chinese teachers in senior high school. This research is divided into five sections in the fifth chapter, the combination of high school teachers of Chinese classical poetry text interpretation of depth, breadth of the questionnaire and interview data, view and process for the overall analysis and difference, correlation analysis. Through the inquiry found that teachers are not to excavate the deep meaning of classical poetry text that interpretation scope is narrow, the perspective is relatively simple, the interpretation process is not perfect; there are some differences in the interpretation of the text in the process under different background teachers.
To explore the factors and influence factors of teachers' interpretation of recommendation 4.. Classical poetry text interpretation from two aspects of the subjective and objective analysis, the subjective factors include text interpretation theory and method, the teacher's own reading experience, knowledge, teaching experience; the objective factors include curriculum requirements and examination, usually work pressure, less training opportunities. On advice from the interpretation of the text of Chinese teachers in senior high school classical poetry concept, method, process, research training in four aspects, hoping to update their concept of text interpretation through these suggestions to guide teachers, flexible use of methods of text interpretation, improve and refine their own interpretation process, at the same time, receive comprehensive training, and constantly improve their ability of text interpretation of classical poetry.

【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3

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