本文選題：初中生　切入點(diǎn)：列提綱　出處：《山西師范大學(xué)》2015年碩士論文

【摘要】：非連續(xù)性文本以越來(lái)越高的頻率進(jìn)入我們的生活與工作,成為日常生活必不可少的一部分,只有具備快速獲取所需信息的能力才能有效解決日常生活中的問(wèn)題,跟上時(shí)代生活的節(jié)奏,有效地收藏和整理信息已是當(dāng)代學(xué)生必備的生存技能之一。本次研究的研究假設(shè)是列提綱策略對(duì)學(xué)生的非連續(xù)性文本閱讀能力有提升作用,研究的核心概念是列提綱策略,研究方法是實(shí)踐研究,研究工具為測(cè)試試卷,施測(cè)對(duì)象是此次實(shí)踐所帶班級(jí)的學(xué)生(38個(gè)初二學(xué)生)。2014年9月至2015年2月,研究者在山西省X中學(xué)進(jìn)行教學(xué)實(shí)踐,負(fù)責(zé)初二年級(jí)一個(gè)班的語(yǔ)文課程,本次研究是根據(jù)實(shí)習(xí)計(jì)劃和實(shí)際需要有階段性的進(jìn)行教學(xué)設(shè)計(jì)和教學(xué)研究,結(jié)合施測(cè)對(duì)象對(duì)列提綱策略的掌握程度,合理安排前測(cè)、中測(cè)、后測(cè)的測(cè)試時(shí)間,對(duì)相關(guān)的數(shù)據(jù)進(jìn)行了有效地收集與整理。本次研究得到以下結(jié)論：列提綱實(shí)施過(guò)程：1、利用連續(xù)性文本使學(xué)生掌握列提綱的方法：(1)根據(jù)不同的體裁來(lái)總結(jié)列提綱的內(nèi)容；(2)傳授學(xué)生列提綱的方法、步驟；(3)呈現(xiàn)學(xué)生梳理信息、分析文本能力的提升現(xiàn)狀。2、通過(guò)分類訓(xùn)練的方法實(shí)現(xiàn)列提綱由連續(xù)性文本向非連續(xù)性文本的遷移。文體雖然發(fā)生變化,但列提綱策略的本質(zhì)是一樣的,關(guān)鍵是引導(dǎo)學(xué)生實(shí)現(xiàn)列提綱策略的遷移工作。根據(jù)非連續(xù)性文本常見的三種題型——讀圖識(shí)表題、圖文結(jié)合題、文字片段題,分別傳授不同的列提綱策略,有針對(duì)性地解決學(xué)生做非連續(xù)性文本試題的困難。研究結(jié)果：列提綱策略的使用使學(xué)生的非連續(xù)性文本閱讀能力有了顯著的提高,從內(nèi)容層面和操作層面進(jìn)行了有效地說(shuō)明。通過(guò)本次研究,希望引起學(xué)者對(duì)非連續(xù)性文本閱讀能力提升策略的關(guān)注,同時(shí)使列提綱的研究更為完備和深入,探索提升學(xué)生非連續(xù)性文本閱讀能力的合適途徑。
[Abstract]:Discontinuous text enters our life and work more and more frequently and becomes an indispensable part of our daily life. Only with the ability to obtain the required information quickly can we effectively solve the problems in our daily life. Keeping up with the rhythm of life and effectively collecting and arranging information has become one of the necessary survival skills for contemporary students. The research hypothesized that outline strategy can improve students' reading ability of discontinuous text. The core concept of the study is the outline strategy, the research method is the practical research, the research tool is the test paper, and the subjects of the test are the students in the class (38 junior high school sophomores) brought by the practice (September 2014 to February 2015). The researcher carried out teaching practice in Shanxi X Middle School and was in charge of the Chinese course in the first class of grade two of junior high school. According to the practice plan and actual needs, this study carried out teaching design and teaching research in stages. According to the measure object's mastery of the outline strategy, the test time of pre-test, mid-test and post-test should be arranged reasonably, and the test time of pre-test, mid-test and post-test should be arranged. The relevant data are collected and collated effectively. In this study, the following conclusions are drawn: the implementation process of outline: 1, using continuous text to enable students to master the outline of the outline: 1) according to different genres to summarize the outline of the outline. (2) the method of teaching students an outline, Step 3) presents the students' combing information, analyzes the present situation of the improvement of the text ability, realizes the migration of the outline from the continuous text to the discontinuous text by the method of classification training. However, the essence of the outline strategy is the same, and the key is to guide the students to carry out the transfer of the outline strategy. Different outline strategies are taught to solve the difficulty of students' discontinuous text test. Results: the use of outline strategy has significantly improved students' reading ability of discontinuous text. Through this study, we hope to arouse the attention of scholars on the strategy of improving the reading ability of discontinuous text, and at the same time make the research of outline more complete and thorough. To explore the appropriate ways to improve students' reading ability of discontinuous text.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.33

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