本文選題：語文文學(xué)文本 + 文學(xué)解讀��； 參考：《江西師范大學(xué)》2015年碩士論文

【摘要】：隨著語文新課程標準的頒布,以及語文教學(xué)內(nèi)容的重構(gòu),文學(xué)作品教學(xué)的研究重點從教學(xué)方法逐漸轉(zhuǎn)向教學(xué)內(nèi)容,并且把更多的注意力集中到了它在課程與教學(xué)層面的具體建設(shè)和落實當中。文學(xué)作品教學(xué)面臨的最重要的問題應(yīng)該是教學(xué)內(nèi)容的選擇,選擇合宜的文學(xué)作品教學(xué)內(nèi)容,作品解讀這一環(huán)節(jié)是一個繞不開的永恒命題。在實際的語文教學(xué)當中,文學(xué)解讀與教學(xué)解讀混為一談,概念界定不明確,也就造成教學(xué)目的偏失。教師在文學(xué)作品教學(xué)當中,過于重視解讀結(jié)果的灌輸,忽視了學(xué)生在解讀過程當中的學(xué)習(xí)�；趯ξ膶W(xué)解讀與教學(xué)解讀這一嚴重反差,本研究試圖從課程論與教學(xué)論視角出發(fā),以語文教材中的文學(xué)文本解讀與教學(xué)為切入口,探究文學(xué)作品應(yīng)該“怎么讀”與“讀什么”的問題。本論文內(nèi)容由兩個部分構(gòu)成,分為引言部分及論文主體部分。主要以選入語文教材中的文學(xué)文本為研究對象,始終立足于語文課程與教學(xué)論,強調(diào)從語文知識和課程內(nèi)容的視角來整合文學(xué)要素與解讀方法,參照當代文藝理論,主要解決語文課程中文學(xué)作品的教學(xué)解讀問題.第一部分為引言部分,包含了本論文的研究緣起,文獻綜述,研究價值,研究方法,研究思路。第二部分是論文的主體部分,劃分為三章內(nèi)容。第一章,首先提出兩個明確的概念:文學(xué)解讀≠教學(xué)解讀;文學(xué)文本≠語文文學(xué)文本,明確界定了他們的差異性,闡釋了課標關(guān)于文學(xué)作品教學(xué)的規(guī)定,以及對教學(xué)解讀的影響。第二章,從多維的解讀視角探究文學(xué)作品教學(xué)解讀的方法,以期解讀語文教學(xué)當中文學(xué)作品“怎么讀”的問題。第三章,對不同體裁的文學(xué)文本進行文本的形式與內(nèi)容要素分析,探究文學(xué)文本在教學(xué)中“讀什么”的問題,力圖窺探文學(xué)作品的教學(xué)內(nèi)容。
[Abstract]:With the promulgation of Chinese new curriculum standards and the reconstruction of Chinese teaching contents, the emphasis of literature teaching has gradually shifted from teaching methods to teaching contents. And put more attention to its specific construction and implementation in the curriculum and teaching level. The most important problem in the teaching of literary works should be the choice of teaching content and the choice of appropriate teaching content of literary works. The interpretation of works is an eternal proposition which can not be separated from each other. In the actual Chinese teaching, literary interpretation and teaching interpretation are confused, and the definition of the concept is not clear, which leads to the deviation of teaching purpose. In the teaching of literary works, teachers pay too much attention to the inculcation of interpretation results and neglect the students' learning in the process of reading. Based on the serious contrast between the interpretation of literature and the interpretation of teaching, this study attempts to proceed from the perspective of curriculum theory and teaching theory, taking the literary text interpretation and teaching in Chinese textbooks as the entry point. Explore the question of how to read and what to read in literary works. This thesis is composed of two parts, which are the introduction part and the main part of the thesis. Mainly taking the literary text selected in the Chinese teaching material as the research object, always based on the Chinese curriculum and teaching theory, emphasizing the integration of literary elements and interpretation methods from the perspective of Chinese knowledge and curriculum content, referring to contemporary literary theories. It mainly solves the problem of teaching interpretation of Chinese works in Chinese course. The first part is the introduction, including the origin of this paper, literature review, research value, research methods, research ideas. The second part is the main part of the paper, divided into three chapters. In the first chapter, two clear concepts are put forward: literary interpretation 鈮，

本文編號：1869686