本文選題：導入語 + 閱讀教學�。� 參考：《四川師范大學》2015年碩士論文

【摘要】：新課程的實施,使我們更多的關注每個學生的主動學習,不斷挖掘?qū)W生積極思考,探索事物底蘊的內(nèi)在動力。課堂是教師和學生進行思想對話的平臺,在這個平臺上,教師、文本、學生三者之間實現(xiàn)著相互之間的對話。然而,就文本理解而言,學生與文本之間始終存在著一定的距離,需要教師作為橋梁來進行交流溝通。而語言是實現(xiàn)這一溝通過程的主要方式,教師運用語言搭建學生與文本接觸的平臺,切實解決學生走進文本尋找切入點的問題。在這一層面上,作為一堂課開始的導入語設計就顯出了極其重要的作用。導入語,“導”是教學情境創(chuàng)設的基礎,更是教學目標落實的關鍵,教師運用智慧,利用語言這一媒介成就學生新舊知識的疊加和學習能力的提高。本文以教學實踐為基礎,堅持理論聯(lián)系實際的原則,立足于中學語文課堂,收集、整理了大量閱讀教學導入語運用實例,著眼導入語與閱讀教學之間的關聯(lián)點,分析問題,解決問題,以期對高中語文閱讀教學導入語研究做一些力所能及的工作。本文從閱讀教學的實際問題入手,詳細調(diào)查、仔細研究,力求能全面而詳盡的分析和闡述目前高中語文閱讀教學導入語設計存在的不足,并努力探索解決的方法。本文五個章節(jié),第一章緒論,從研究背景和意義入手,強調(diào)問題研究的目標和內(nèi)容、思路和方法以及目前研究的情況;第二章高中語文閱讀教學導入語的問卷調(diào)查與分析;第三章重在高中語文閱讀教學導入語設計的類型分析和自身嘗試;第四章強調(diào)高中語文閱讀教學導入語設計的實踐體會和對教師的建議,第五章結語,對導入語與課堂教學的關系作出分析,以明確新課改形勢下語文閱讀教學導入語設計方面的努力方向。本文重在實際操作,以閱讀教學的導入實例為基礎,結論來自課堂教學又被課堂教學實踐檢驗,通過分析高中語文閱讀教學導入語設計現(xiàn)狀及造成這種現(xiàn)狀的原因,得出導入語設計具體要求和能力構成因素,以梳理出導入語設計的具體障礙和突破對策及總結實踐之后的教學效果,為課堂閱讀教學導入語的實際操作提出一定的建議和參考依據(jù)。
[Abstract]:The implementation of the new curriculum makes us pay more attention to the active learning of each student, constantly excavate the students' positive thinking, and explore the inner motive force of things. Classroom is a platform for teachers and students to carry out ideological dialogue. On this platform, teachers, texts and students realize the dialogue between each other. However, as far as text understanding is concerned, there is always a certain distance between the students and the text, which requires teachers to act as a bridge for communication. Language is the main way to realize this communication process. Teachers use language to set up a platform for students to contact with text, and to effectively solve the problem of students entering the text to find a breakthrough point. At this level, the design of the introductory language as the beginning of a class has played an extremely important role. Introduction language, "guidance" is the foundation of the creation of teaching situation, but also the key to the implementation of teaching objectives. Teachers use wisdom, use language as a medium to achieve the superposition of new and old knowledge and the improvement of learning ability. On the basis of teaching practice, this paper adheres to the principle of integrating theory with practice, based on the middle school Chinese classroom, collects and arranges a large number of examples of the application of the leading language in reading teaching, focuses on the connection point between the introduction language and the reading teaching, and analyzes the problems. In order to solve the problem, we can do some research on the leading language in Chinese reading teaching in senior high school. This paper starts with the practical problems of reading teaching, makes a detailed investigation and careful study, and tries to analyze and expound in detail the deficiencies in the design of the leading language in Chinese reading teaching in senior high school at present, and try to explore the solutions to the problems. The first chapter is the introduction of this paper, which starts with the research background and significance, emphasizes the goal and content of the problem research, the ideas and methods, and the current situation of the research, the second chapter is the questionnaire survey and analysis of the leading language in the Chinese reading teaching in senior high school. The third chapter focuses on the analysis of the types of the design of the leading language in senior high school Chinese reading teaching and its own attempt, the fourth chapter emphasizes the practical experience of the design of the leading language in the teaching of Chinese reading in senior high school and the suggestions to the teachers, the fifth chapter is the conclusion. This paper makes an analysis of the relationship between the introduction language and the classroom teaching in order to clarify the direction of the design of the leading language in the Chinese reading teaching under the situation of the new curriculum reform. This paper focuses on practical operation, based on the introduction of reading teaching examples, conclusion from the classroom teaching and classroom teaching practice test, through the analysis of senior high school Chinese reading teaching design status quo and the causes of this status quo. The specific requirements and ability components of the design of the introductory language are obtained in order to sort out the specific obstacles and breakthrough countermeasures of the design of the introductory language and the teaching effect after summing up the practice. This paper puts forward some suggestions and references for the practical operation of the introductory language in classroom reading teaching.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.33

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