本文選題：初中記敘文閱讀　切入點(diǎn)：主題整合　出處：《四川師范大學(xué)》2015年碩士論文

【摘要】：初中階段的語文教學(xué)發(fā)揮著承上啟下的作用,它既是小學(xué)語文學(xué)習(xí)的繼續(xù),也為高中學(xué)習(xí)做鋪墊。因此,初中階段的語文教學(xué)應(yīng)特別注意學(xué)生閱讀能力的培養(yǎng),而記敘文的閱讀教學(xué)是整個(gè)初中階段的重點(diǎn)和難點(diǎn),將記敘文的閱讀根據(jù)主題進(jìn)行整合教學(xué),可以提高學(xué)生的語文閱讀能力和寫作能力。本文力求在《新課標(biāo)》所倡導(dǎo)的建構(gòu)性學(xué)習(xí)的背景下,以初中人教版語文教材為依托,根據(jù)初中階段學(xué)生的心理特征和認(rèn)知發(fā)展特點(diǎn),本著研究為教學(xué)服務(wù)的原則,研究科學(xué)的、適合初中語文教學(xué)實(shí)際的記敘文主題閱讀教學(xué)策略。本文在文獻(xiàn)研讀的基礎(chǔ)上,注重理論與實(shí)踐的結(jié)合,主要探討主題整合教學(xué)在初中記敘文閱讀中的應(yīng)用。論文共五個(gè)部分:緒論簡要地闡明問題研究的意義、關(guān)鍵詞的界定、研究的目標(biāo)、內(nèi)容、方法以及研究的現(xiàn)狀;第一章對(duì)初中記敘文閱讀的主題整合教學(xué)的實(shí)踐現(xiàn)狀與原因進(jìn)行闡釋,主要結(jié)合當(dāng)前課堂教學(xué),從初中記敘文閱讀的主題整合教學(xué)的現(xiàn)狀、結(jié)果、原因等多方面進(jìn)行分;第二章對(duì)初中記敘文閱讀的主題整合教學(xué)的理論認(rèn)知與能力要求進(jìn)行分析;在此基礎(chǔ)上,第三章主要闡釋初中記敘文閱讀的主題整合教學(xué)的策略,主要從初中記敘文閱讀的主題整合指導(dǎo)策略和主題整合教學(xué)實(shí)踐策略進(jìn)行研究;最后,第四章對(duì)初中記敘文閱讀的主題整合教學(xué)研究的實(shí)施效果、反思與展望進(jìn)行闡釋。經(jīng)過初中記敘文閱讀的主題整合的教學(xué)實(shí)踐,學(xué)生的閱讀能力有了較大的提高,教師的教學(xué)方法和課堂效率也有了較明顯的改進(jìn)。可見,初中記敘文閱讀的主題整合教學(xué)只有在科學(xué)的教學(xué)理念的指導(dǎo)下,通過符合教學(xué)規(guī)律的教學(xué)實(shí)踐行為,才能實(shí)現(xiàn)教學(xué)效果的最優(yōu)化。
[Abstract]:Chinese teaching in junior middle school stage plays a role, it is not only the primary school Chinese learning for high school to continue to pave the way. Therefore, Chinese teaching in junior middle school should pay special attention to the cultivation of students' reading ability, reading teaching narrative is the focus and difficulty of the junior middle school stage, the narrative reading according to the the theme of integrated teaching can improve students' reading ability and writing ability. This paper tries to advocate the new curriculum standard in < > constructive learning under the background of the junior high school PEP language teaching materials as the basis, according to the psychological characteristics and cognitive characteristics of the junior high school students, in the study of the principles which serve for teaching scientific research, teaching strategy for junior middle school Chinese teaching actual narrative theme reading. In this paper, based on the study of literature, the combination of theory and practice, mainly discuss the theme of the whole Application of teaching in junior high school in reading. The narrative is divided into five parts: the introduction briefly clarify the research significance, the definition of words, the object of study, content, methods and research status quo; explains the practical situation and reasons of the first chapter of the narrative theme of the junior high school reading teaching, mainly with the current classroom teaching, subject status, integration of teaching reading from junior high school narrative results, causes and other aspects; the second chapter on the theory of cognitive ability and the narrative theme of the junior high school reading teaching requirements are analyzed; on this basis, the third chapter mainly interprets the theme of integration of junior high school narrative reading teaching strategies study, mainly from the narrative theme of the integration of junior high school reading instruction strategy and integrated thematic teaching practice strategy; finally, the fourth chapter of the research subject integration teaching narrative reading in junior high school The effect of reflection and Prospect of interpretation. Through the teaching practice of junior high school narrative theme integration reading, students' reading ability has been greatly improved, and the efficiency of the classroom teaching methods of teachers have been improved obviously. Obviously, the narrative theme of the junior high school reading teaching only in the scientific teaching idea under the guidance of the teaching practice in accordance with the rule of teaching behavior, in order to achieve the optimization of teaching effect.

【學(xué)位授予單位】：四川師范大學(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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