本文選題：初中語文 + 閱讀教學(xué)��； 參考：《杭州師范大學(xué)》2015年碩士論文

【摘要】：閱讀的本質(zhì)是閱讀主體的情感體驗(yàn)。因此,閱讀教學(xué)的重點(diǎn)是培養(yǎng)學(xué)生閱讀過程中的理解、感悟與鑒賞能力。將自古有之的批注法運(yùn)用于現(xiàn)代語文閱讀教學(xué)之中,使語文閱讀教學(xué)釋放出全新的活力。批注法閱讀教學(xué)操作性強(qiáng),能有機(jī)結(jié)合讀、思、寫三方面的學(xué)習(xí)活動(dòng),不僅能夠凸顯學(xué)生主體意識(shí),促進(jìn)了學(xué)生讀寫相長(zhǎng),還實(shí)現(xiàn)了課堂教學(xué)的多邊對(duì)話。批注法閱讀教學(xué)并非新鮮事物,近年來,許多一線教師致力于批注式閱讀教學(xué)的運(yùn)用與研究,取得了豐碩成果。但是,批注法在初中語文閱讀教學(xué)實(shí)踐中也存在著不少尚待解決的問題�；诖�,本文旨在通過總結(jié)、分析傳統(tǒng)批注法在初中語文閱讀課堂運(yùn)用中出現(xiàn)的四個(gè)主要問題,探究并提出解決這些問題的批注法運(yùn)用策略,籍此為初中語文批注法閱讀教學(xué)研究提供綿薄之力。論文由五部分組成:第一部分:批注式閱讀教學(xué)法概述。闡述批注式閱讀教學(xué)法的概念、特點(diǎn)與分類,研究批注式閱讀教學(xué)的歷史發(fā)展和研究現(xiàn)狀。第二部分:在導(dǎo)學(xué)案中運(yùn)用批注法的策略研究。闡述在導(dǎo)學(xué)案中運(yùn)用批注法的依據(jù)、優(yōu)勢(shì)和原則。以正反兩方面案例分析印證在導(dǎo)學(xué)案中運(yùn)用批注法這一教學(xué)策略,能有效解決教師缺少學(xué)情了解、單向備課這一常見問題。第三部分:在問題引領(lǐng)下運(yùn)用批注法的策略研究。闡述了在問題引領(lǐng)下運(yùn)用批注法的特點(diǎn)和優(yōu)勢(shì),提出從指向明確、開放性強(qiáng)、適應(yīng)文體三個(gè)角度,明確主問題的設(shè)計(jì)原則。第四部分:在研讀精彩細(xì)節(jié)中運(yùn)用批注法的策略研究。闡述了在研讀精彩細(xì)節(jié)中運(yùn)用批注法的理論、現(xiàn)實(shí)依據(jù)和優(yōu)勢(shì),從四個(gè)角度論述了該策略的運(yùn)用。第五部分:在比較拓展中運(yùn)用批注法的策略研究。闡述了在比較拓展中運(yùn)用批注法研究的依據(jù)與優(yōu)勢(shì),強(qiáng)調(diào)了在比較閱讀和拓展閱讀中運(yùn)用批注法的策略運(yùn)用.
[Abstract]:The essence of reading is the emotional experience of the reading subject. Therefore, the emphasis of reading teaching is to cultivate students' ability of comprehension, perception and appreciation. The annotation method since ancient times has been applied to the teaching of modern Chinese reading, which releases the new vigor of Chinese reading teaching. The annotated reading teaching has strong operability and can combine reading, thinking and writing activities organically. It not only highlights the students' subjective consciousness, promotes students' reading and writing, but also realizes the multilateral dialogue in classroom teaching. Annotated reading teaching is not new. In recent years, many first-line teachers have devoted themselves to the application and research of annotated reading teaching and achieved fruitful results. However, there are still many problems to be solved in junior middle school Chinese reading teaching. Based on this, this paper aims to analyze the four main problems in the use of Chinese reading in junior high school by summarizing the traditional annotation method, and to explore and put forward the strategies to solve these problems. By this for the junior high school language annotation reading teaching research to provide a modest force. The thesis consists of five parts: the first part: introduction of annotated reading teaching method. This paper expounds the concept, characteristics and classification of annotated reading teaching method, and studies the historical development and research status of annotated reading teaching. The second part: the strategy research of annotating in the guide case. This paper expounds the basis, advantages and principles of annotating in the guide case. The analysis of positive and negative cases proves that the teaching strategy of annotating in the guiding case can effectively solve the common problem of teachers' lack of understanding of learning situation and one-way preparation of lessons. The third part: under the guidance of the question, the strategy research of using the annotation method. This paper expounds the characteristics and advantages of using the annotation method under the guidance of the problem, and puts forward the design principles of the main problem from the three angles of clear direction, strong openness and adaptability to the style. Part IV: a strategic study on the use of annotations in the study of wonderful details. This paper expounds the theory, practical basis and advantages of annotating in studying wonderful details, and discusses the application of this strategy from four angles. The fifth part: the strategy research on the use of annotation in comparative expansion. This paper expounds the basis and advantages of using annotation in comparative expansion, and emphasizes the strategy of applying annotation in comparative reading and extended reading.
【學(xué)位授予單位】：杭州師范大學(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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