本文關(guān)鍵詞：中學(xué)語文文本解讀存在的問題及其對策研究　出處：《吉林師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：中學(xué)語文教師對文本的解讀方式,決定著中學(xué)語文文本的教學(xué)質(zhì)量,進而影響著整個中學(xué)語文教育的優(yōu)劣�？墒�,當(dāng)前教師的文本解讀顯得極不平衡:或片面化,或極端化。具體表現(xiàn)為:或是簡化、游離、過度闡釋文本,或是忽略作者透過文本所表達的情感,亦或是漠視讀者個體差異與閱讀體驗。本文就這些教師在對文本進行第一解讀和實際教學(xué)中所出現(xiàn)的問題,在分析出其原因的基礎(chǔ)上,提出了一些對策。本論文分為三大部分:第一部分是對當(dāng)前中學(xué)語文文本教學(xué)現(xiàn)狀的調(diào)查與分析。文本教學(xué)的現(xiàn)狀總結(jié)是基于筆者實習(xí)期間,對長春市某中學(xué)的課堂文本教學(xué)的觀摩;而對教師課前文本解讀的了解,筆者則采取了問卷調(diào)查的方式。由于問卷采取匿名形式及其用途的封閉性,受訪教師做出了最真實的問題答復(fù)。而且,此中學(xué)是長春市處于教學(xué)前沿的教學(xué)單位,所以,筆者在這一部分所歸納出的文本解讀存在的問題真實且具有普遍性。第二部分是就教師文本解讀存在問題,所作的原因分析。主要從三個方面概括:一、教師缺乏文本解讀的意識,即缺乏語文文本教學(xué)的責(zé)任意識;二、教師不良的文本解讀習(xí)慣,這是教師長期以來所養(yǎng)成的教學(xué)惡習(xí);三、教師缺乏文本解讀的理論和方法,這是最急需解決的問題。第三部分是筆者針對當(dāng)前中學(xué)語文教師文本解讀存在的問題所做出的應(yīng)對策略。具體從三個方面來實踐:一是由淺入深的全面化解讀,由文本的語義層入手,注重文本語言的陳述性,包括人物形象的語言意圖和作者本身的語言意圖,進而得到文本中所突出的形象——將語言所描述出的形象加以構(gòu)形,從而獲得文本思想層面的深層含義。二是由外到內(nèi)的“還真”解讀,即還原文本真正的內(nèi)涵,這是一種突破式解讀,它由外部解讀——從文本時代背景、文本社會背景、作家生平概況、作家既定人格等方面解釋文本內(nèi)容,進入內(nèi)部解讀——綜合考慮文本、作家及讀者,挖掘文本的空白、重復(fù)和矛盾等文本解讀切入點,從而還原文本的“真內(nèi)在”。三是適度吸納文學(xué)文本的解讀方法,使教材文本的解讀具有“文學(xué)味”。在眾多的文學(xué)文本解讀策略中,借鑒兩類:其一,突出文本的“形式”,從文本的各類“形式”——意象、象征、原型等中獲得作者的情感表達;其二,考慮文本中的文化影響,在文本的解讀中,重視文本背后的文化滲透,這樣才能讓文本的解讀充滿“文學(xué)味”。
[Abstract]:The way the middle school Chinese teachers interpret the text determines the teaching quality of the middle school Chinese text, and then affects the quality of the whole middle school Chinese education. At present, the text interpretation of teachers is very unbalanced: one-sided or extreme. The concrete performance is: either simplify, dissociate, over-interpret the text, or ignore the feelings expressed by the author through the text. Or ignore the readers' individual differences and reading experience. This paper analyzes the reasons for the problems of these teachers in the first interpretation of the text and the actual teaching. This paper is divided into three parts: the first part is the investigation and analysis of the current situation of Chinese text teaching in middle schools. The summary of the current situation of text teaching is based on the practice period of the author. The observation of the classroom text teaching in a middle school in Changchun; On the understanding of the interpretation of teachers' pre-class text, the author adopts the method of questionnaire. Because the questionnaire is anonymous and its use is closed, the teacher interviewed made the truest answer to the question. This middle school is a teaching unit in the forefront of teaching in Changchun City. Therefore, the author concludes in this part that the problems in text interpretation are real and universal. The second part is about teachers' text interpretation. The main reasons are summarized from three aspects: first, teachers lack the sense of text interpretation, that is, the lack of sense of responsibility in teaching Chinese text; Second, teachers' bad reading habit of text, which is the teaching bad habit that the teacher has nurtured for a long time; Third, teachers lack the theory and method of text interpretation. This is the most urgent problem to be solved. The third part is the author of the current middle school Chinese teacher text interpretation of the existing problems made strategies. Specifically from three aspects of practice: first, from the shallow to the depth of the comprehensive solution to the reading. Starting with the semantic layer of the text, it pays attention to the declarative nature of the text language, including the linguistic intention of the character image and the language intention of the author himself. And then get the prominent image in the text-the image described by the language to shape, so as to obtain the text of the deep meaning of the ideological level, the second is from the outside to the inside of "true" interpretation. That is, to restore the true connotation of the text, this is a breakthrough interpretation, it from the external interpretation of the text era background, text social background, the writer's life profile, the author's established personality and other aspects of the text. Into the internal interpretation-comprehensive consideration of text, writers and readers, mining the text blank, repetition and contradiction, such as text interpretation entry point. The third is to absorb the reading method of the literary text appropriately, so that the reading of the textbook text has the "literary flavor". In many reading strategies of the literary text, two kinds of strategies are used for reference: first. Highlight the "form" of the text, from the text of various "forms"-images, symbols, archetypes and so on to obtain the emotional expression of the author; Second, considering the cultural influence in the text, paying attention to the cultural infiltration behind the text in the interpretation of the text, so as to make the interpretation of the text full of "literary flavor".
【學(xué)位授予單位】：吉林師范大學(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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