本文選題：閱讀教學(xué) + 跨學(xué)科��； 參考：《新疆師范大學(xué)》2015年碩士論文

【摘要】：目前,我國閱讀教學(xué)以“文體思維”為主,文學(xué)性占主導(dǎo)地位,忽略了閱讀的“學(xué)科思維”。即閱讀圍繞某一主題,從不同學(xué)科角度知識(shí)出發(fā),對閱讀對象進(jìn)行理解的過程。因此,本研究主要從四個(gè)方面展開:第一:通過研究緣起及國內(nèi)外現(xiàn)有研究成果的梳理,界定“跨學(xué)科閱讀教學(xué)”的核心概念。第二:結(jié)合問卷和訪談對我市目前初中語文跨學(xué)科閱讀教學(xué)的現(xiàn)狀進(jìn)行調(diào)查。主要問題有:首先,教師跨學(xué)科素養(yǎng)不夠,跨學(xué)科知識(shí)儲(chǔ)備量低;其次,對跨學(xué)科閱讀教學(xué)概念認(rèn)識(shí)模糊,并且對跨學(xué)科閱讀教學(xué)的目標(biāo)制定缺乏“跨學(xué)科”性;再次,對跨學(xué)科閱讀的教學(xué)內(nèi)容缺乏整合;最后,教師普遍沒有掌握跨學(xué)科閱讀教學(xué)的具體方法,缺乏嘗試和科學(xué)指導(dǎo)。針對上述問題,筆者展開后續(xù)研究。第三:整理、分析現(xiàn)有初中名師跨學(xué)科閱讀教學(xué)的課堂實(shí)錄。從錢夢龍老師的《死海不死》、余映潮老師的《大自然的語言》以及于漪老師的《晉祠》中總結(jié)三名教師組織跨學(xué)科閱讀教學(xué)時(shí)制定的教學(xué)目標(biāo)、整合教學(xué)內(nèi)容以及采用教學(xué)方法的特點(diǎn),以此為一線教師提供針對性指導(dǎo)。第四:結(jié)合名師教學(xué)案例以及現(xiàn)有教育理論為支撐,筆者嘗試建構(gòu)出跨學(xué)科閱讀教學(xué)的策略。1.教學(xué)觀念:跳出傳統(tǒng)文體思維,樹立跨學(xué)科觀念;2.教學(xué)目標(biāo):遵循課標(biāo),制定跨學(xué)科閱讀教學(xué)三維目標(biāo)。3.教學(xué)內(nèi)容:圍繞核心概念,整合跨學(xué)科閱讀的教學(xué)內(nèi)容。4.教學(xué)方法:抓住跨學(xué)科閱讀本質(zhì),優(yōu)化閱讀教學(xué)方法。
[Abstract]:At present, the teaching of reading in our country is dominated by stylistic thinking, which is dominated by literariness and neglects the subject thinking of reading. Reading is the process of understanding the reading object from different subject points of view around a certain subject. Therefore, this study is mainly carried out from four aspects: first, the core concept of "interdisciplinary reading teaching" is defined through the origin of the research and the combing of the existing research results at home and abroad. The second is to investigate the current situation of interdisciplinary reading teaching in junior middle school by questionnaire and interview. The main problems are as follows: first, teachers' interdisciplinary literacy is not enough, and the amount of interdisciplinary knowledge is low; secondly, the concept of interdisciplinary reading teaching is vague, and the goal of interdisciplinary reading teaching is not "interdisciplinary". Finally, teachers generally do not grasp the specific methods of interdisciplinary reading teaching, lack of attempt and scientific guidance. In view of the above problems, the author carried out a follow-up study. Third: collation, analysis of the existing junior high school teachers cross-disciplinary reading teaching classroom record. From teacher Qian Menglong's Dead Sea to death, Yu Yingchao's the language of Nature and Yu Yi's Jinci's Jinci, the author summarizes the teaching goals set by the three teachers when organizing interdisciplinary reading teaching. Integration of teaching content and the characteristics of teaching methods to provide targeted guidance for teachers. Fourth, based on the teaching cases of famous teachers and the existing educational theory, the author tries to construct the strategy of cross-disciplinary reading teaching. Teaching concept: jump out of the traditional stylistic thinking, set up a cross-disciplinary concept. Teaching objectives: follow the curriculum standard, and formulate three-dimensional reading teaching objectives. 3. Teaching content: around the core concept, integrate the teaching content of cross-disciplinary reading. 4. Teaching method: grasp the essence of cross-disciplinary reading and optimize the teaching method of reading.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.33
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本文編號：2034916