本文選題：課本劇 + 中學(xué)語文教學(xué)　； 參考：《西華師范大學(xué)》2015年碩士論文

【摘要】：目前中學(xué)語文教學(xué)中仍存在一些弊端:有的課堂枯燥無味,尤其是小說、戲曲、文言文、散文等單元的教學(xué),教學(xué)模式、方法單一,學(xué)生無興趣學(xué)習(xí);教師只重讀、寫訓(xùn)練,而忽視了聽、說訓(xùn)練,不利于學(xué)生綜合能力的培養(yǎng);語文教學(xué)中只重語文知識的傳授,而忽視了能力培養(yǎng)及德育、美育,不利于學(xué)生的全面發(fā)展。鑒于此,不少學(xué)者認為課本劇是一種很好的教學(xué)輔助手段。筆者認為,課本劇可以從廣義和狹義兩個方面來看。狹義的課本劇專指根據(jù)中小學(xué)語文課本中的課文改編排演的戲劇小品;廣義的課本劇還包括根據(jù)由課本中的課文而延伸的課外閱讀文章和世界名著,以及生活這個“活課本”中的事件而改編創(chuàng)作的以話劇、小品、戲曲、朗誦等多種形式演出的戲劇小品。本文運用文獻法、觀察法和調(diào)查法搜集資料,并結(jié)合筆者的親身經(jīng)歷而完成,共分為四章。第一章簡要概括了問題提出、文獻綜述、核心概念、研究目的和意義及研究方法。第二章從理論上對課本劇的相關(guān)問題進行了分析,先說明了課本劇應(yīng)用的可行性,然后分析了課本劇的理論基礎(chǔ):多元智能理論、隱性學(xué)習(xí)理論、合作學(xué)習(xí)理論,接著根據(jù)三個不同的分類標(biāo)準闡述了課本劇的多種形式與類型,最后又論述了課本劇的多種功能:有助于學(xué)生學(xué)習(xí)興趣的激發(fā)、綜合能力的發(fā)展、良好個性品質(zhì)的形成;有助于語文教師專業(yè)素質(zhì)的提高;有助于我國戲劇文化的傳承。第三章接著論述了課本劇在中學(xué)語文教學(xué)中的運用現(xiàn)狀及存在問題。運用現(xiàn)狀包括語文課堂和課下的語文綜合實踐活動兩部分,存在的問題包括:一是部分學(xué)校及教師缺乏對課本劇的認識;二是課本劇活動的開展只涉及到部分學(xué)生;三是課本劇活動被個別教師不恰當(dāng)?shù)厥褂?四是學(xué)生在編劇時易注重?zé)狒[而偏離主題;五是教師缺乏相應(yīng)的知識而不能恰當(dāng)指導(dǎo)。通過對第三章中課本劇典型案例的分析,第四章緊接著總結(jié)了課本劇的具體操作程序:“選、備、編、演、議、導(dǎo)(貫穿始終)”,并針對課本劇活動存在的問題,提出了相應(yīng)的優(yōu)化策略:一是通過多種途徑獲取學(xué)校領(lǐng)導(dǎo)及教師的理解和支持;二是積極引導(dǎo)與合理組織使全體學(xué)生參與課本劇;三是根據(jù)課文類型及學(xué)生特點合理使用課本劇;四是在尊重原文主旨的基礎(chǔ)之上進行適度創(chuàng)新;五是恰當(dāng)選擇課本劇的類型以發(fā)揮其最大作用;六是通過充實自身相關(guān)知識給予學(xué)生適當(dāng)指導(dǎo);七是注重課本劇的過程性和生成性使學(xué)生更好地發(fā)展;八是樹立大語文教育觀引導(dǎo)學(xué)生在生活中學(xué)習(xí)。本文旨在把課本劇相關(guān)內(nèi)容呈現(xiàn)給大家,并特別提出課本劇的類型及優(yōu)化策略供一線教師參考,使廣大教師和研究者認識、理解、重視、運用課本劇,以促使中學(xué)語文課本劇活動更加精彩,促使師生共同發(fā)展。
[Abstract]:At present, there are still some drawbacks in the teaching of Chinese in middle schools: some classes are boring, especially in the units of novel, opera, classical Chinese, prose, etc., the teaching mode is single, students are not interested in learning, the teacher only rereads, writes the training, and so on. Ignoring the training of listening and speaking is not conducive to the cultivation of students' comprehensive ability; in Chinese teaching, it only emphasizes the imparting of Chinese knowledge, but neglects the cultivation of ability and moral education, aesthetic education, which is not conducive to the all-round development of students. In view of this, many scholars think textbook play is a good teaching aids. The author believes that textbook play can be viewed from two aspects: broad sense and narrow sense. Textbook dramas in a narrow sense refer to dramas arranged according to the texts in Chinese textbooks in primary and secondary schools, while textbook plays in a broad sense also include extracurricular reading articles and world famous works based on the texts in the textbooks. And life is a living textbook event and adapted to the drama, sketch, opera, recitation and other forms of play. This paper uses literature method, observation method and investigation method to collect data, and combined with the author's personal experience, it is divided into four chapters. The first chapter briefly summarizes the questions, literature review, core concepts, research purposes and significance and research methods. The second chapter theoretically analyzes the related problems of textbook drama, first explains the feasibility of textbook drama application, then analyzes the theoretical basis of textbook drama: multiple intelligences theory, recessive learning theory, cooperative learning theory. Then, according to three different classification standards, this paper expounds the various forms and types of textbook drama, and finally discusses the various functions of textbook drama: it is helpful to stimulate students' interest in learning, to develop comprehensive ability and to form good personality quality; It is helpful to the improvement of Chinese teachers' professional quality and the inheritance of Chinese drama culture. The third chapter discusses the current situation and existing problems of textbook play in middle school Chinese teaching. The present situation of application includes two parts: one is the lack of understanding of textbook drama in some schools and teachers, the other is that the development of textbook drama only involves some students, and the present situation includes two parts: one is the lack of understanding of textbook drama in some schools and teachers, and the other is that only some students are involved in the development of textbook drama activities. The third is that the textbook play activities are used improperly by individual teachers; the fourth is that students tend to pay attention to the lively and deviate from the theme when the writers are written; the fifth is that the teachers lack the corresponding knowledge and can not properly guide. Through the analysis of typical cases of textbook drama in the third chapter, the fourth chapter summarizes the specific operating procedures of textbook drama: "choose, prepare, edit, act, discuss, guide (throughout)", and aim at the problems existing in textbook drama activities. The corresponding optimization strategies are put forward: one is to obtain the understanding and support of school leaders and teachers through various ways; the other is to actively guide and organize all students to participate in textbook plays. The third is the rational use of textbook drama according to the text type and the students' characteristics, the fourth is to carry on the moderate innovation on the basis of respecting the purport of the original text, and the fifth is to choose the type of the textbook play the most important role; The sixth is to give appropriate guidance to students by enriching their own relevant knowledge; seven is to pay attention to the process and production of textbook plays so that students can develop better; eight is to establish a great view of Chinese education to guide students to learn in life. The purpose of this paper is to present the relevant contents of textbook drama to everyone, and especially to put forward the types and optimization strategies of textbook drama for the reference of teachers, so that teachers and researchers can understand, attach importance to and use textbook plays. In order to promote the middle school Chinese textbook drama activities more exciting, to promote the development of teachers and students.
【學(xué)位授予單位】：西華師范大學(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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本文編號：1869555