【摘要】：本文以高中語文教師教學(xué)文本解讀為研究對象,根據(jù)一線語文教師教學(xué)文本解讀的實(shí)際并借助相關(guān)理論探尋高中語文教師解讀教學(xué)文本的策略和方法。本文通過文獻(xiàn)法、調(diào)查法、觀察法和案例分析法對目前高中語文教師教學(xué)文本解讀的情況有了深入的了解,發(fā)現(xiàn)一線教師在解讀教學(xué)文本時沒有掌握足夠的解讀理論和方法,又十分依賴教參,解讀教學(xué)文本時走入了功利化、歪曲化、程式化和過度化的誤區(qū)。本文從解讀目的、內(nèi)容和限度等方面對語文教師解讀教學(xué)文本進(jìn)行了探究。筆者認(rèn)為,語文教師解讀教學(xué)文本的終極目的是為學(xué)生和閱讀教學(xué)服務(wù),在教學(xué)文本的話語層、形象層和意蘊(yùn)層等三個層面展開解讀時要把握好解讀的角度、深度、廣度、量度、溫度、向度等限度。筆者審視當(dāng)下高中語文教師教學(xué)文本解讀中存在的諸多問題,其根源在于語文教師文本解讀能力的底下。因此,筆者從高中語文教師教學(xué)文本解讀及課堂教學(xué)的實(shí)際出發(fā),通過分析調(diào)查研究呈現(xiàn)的數(shù)據(jù)和資料,結(jié)合課堂觀察和優(yōu)秀語文教師教學(xué)文本解讀的經(jīng)驗,提出了高中語文教師解讀教學(xué)文本的策略和方法:一是語文教師要喚醒自我主體意識,挑戰(zhàn)自身精神惰性,敞開心靈溝通交流,在建構(gòu)文本意義的同時建構(gòu)自我;二是語文教師要不斷提高自己的文學(xué)素養(yǎng),更新解讀理念,為解讀教學(xué)文本奠定堅實(shí)的基礎(chǔ);三是語文教師要掌握并靈活選用多種方法解讀文本;四是語文教師要轉(zhuǎn)化角色,優(yōu)化教學(xué)文本解讀的過程;五是語文教師要面向?qū)W生,面向課堂,適度解讀,設(shè)計好教案,在教學(xué)實(shí)施過程中及時調(diào)控點(diǎn)撥,引導(dǎo)學(xué)生探究教學(xué)文本的意義。
[Abstract]:This paper takes the teaching text interpretation of senior high school Chinese teachers as the research object, according to the reality of the first-line Chinese teachers' teaching text interpretation and with the help of relevant theories, it explores the strategies and methods for the senior Chinese teachers to interpret the teaching text. This article through the literature method, the investigation method, the observation method and the case analysis method has the thorough understanding to the present high school Chinese teacher teaching text interpretation situation, discovered that the front line teacher does not have the sufficient interpretation theory and the method when reading the teaching text. It also relies heavily on teaching reference, and goes into the misunderstandings of utilitarianism, distortion, formulation and over-translation when interpreting teaching texts. This paper probes into the interpretation of teaching texts by Chinese teachers from the aspects of purpose, content and limitation. The author believes that the ultimate purpose of Chinese teachers to interpret teaching texts is to serve students and reading teaching, and to grasp the angle, depth and breadth of interpretation in the three levels of discourse, image and implication of teaching texts. The limits of measurement, temperature, direction, etc. The author examines the problems existing in the interpretation of teaching texts of Chinese teachers in senior high school, whose roots lie in the reading ability of Chinese teachers. Therefore, the author starts from the teaching text interpretation and classroom teaching of senior high school Chinese teachers, through analyzing the data and materials presented in the investigation and research, combining the experience of classroom observation and the interpretation of excellent Chinese teachers' teaching text. This paper puts forward the strategies and methods for Chinese teachers to interpret teaching texts: first, Chinese teachers should wake up their consciousness of self-subjectivity, challenge their spiritual inertia, open their hearts and communicate with each other, and construct themselves while constructing the meaning of the text; Second, Chinese teachers should constantly improve their literary literacy, update their interpretation concepts, and lay a solid foundation for interpreting teaching texts; third, Chinese teachers should master and flexibly choose a variety of methods to interpret text; fourth, Chinese teachers should transform their roles. Fifth, Chinese teachers should face students, face the classroom, properly interpret the teaching plan, design the teaching plan, adjust and control the teaching plan in time, and guide the students to explore the significance of the teaching text.
【學(xué)位授予單位】：西北師范大學(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：2145031