【摘要】：新課程標(biāo)準(zhǔn)對語文課程的性質(zhì)做了重新的闡釋，并提出了一些新的理念和方法，用以指導(dǎo)語文教學(xué)改革。讓學(xué)生在生動(dòng)典型的語言環(huán)境中學(xué)習(xí)語文，感受語言的內(nèi)涵是新課程改革的理念。在語文教學(xué)中創(chuàng)設(shè)情境，能夠幫助學(xué)生深入文本，細(xì)細(xì)品味語言，感受語言背后豐富的人文內(nèi)涵，培養(yǎng)學(xué)生的審美能力，促進(jìn)學(xué)生的發(fā)展。著名特級教師李吉林創(chuàng)造了符合時(shí)代要求、學(xué)科特色、學(xué)生特點(diǎn)的情境教學(xué)，被譽(yù)為新課程改革的一面旗幟，能夠幫助語文教師樹立正確的語文教學(xué)觀，全面提高學(xué)生的語文素養(yǎng)，值得借鑒。 本文以李吉林情境教學(xué)的語言訓(xùn)練為研究對象，從語文課程改革的幾次重要爭論和課程理念的轉(zhuǎn)變談起，對語文課程性質(zhì)的演變做了詳細(xì)的闡釋。論證了“文白之爭”，“文道之爭”，“工具性和人文性之爭”和課程理念的變化對語文教學(xué)的影響，，結(jié)合對當(dāng)下語文教學(xué)語言訓(xùn)練的情況調(diào)查，分析了存在的問題，從而找到了語文教學(xué)困境重重的真正原因。在此基礎(chǔ)上，探討了李吉林情境教學(xué)語言訓(xùn)練的內(nèi)涵和巨大價(jià)值，為語文教學(xué)改革指明了方向；并結(jié)合情境教學(xué)的實(shí)踐，對情境教學(xué)語言訓(xùn)練的理念、目標(biāo)、原則、內(nèi)容、本質(zhì)做了系統(tǒng)的分析，構(gòu)建了情境教學(xué)語言訓(xùn)練的理論體系。著重研究了情境教學(xué)語言訓(xùn)練的策略，提出了語言訓(xùn)練的五大策略，即生活再現(xiàn)情境、語言描繪情境、真情融入情境、活動(dòng)拓寬情境、訓(xùn)練深化情境，構(gòu)建了情境教學(xué)的操作體系。結(jié)合新課程改革的實(shí)際，對情境教學(xué)語言訓(xùn)練的啟示和思考做了總結(jié)，即加強(qiáng)語言實(shí)踐、尊重學(xué)生主體地位、突出學(xué)科特點(diǎn)、正確理解語言訓(xùn)練、處理好工具性和人文性的關(guān)系。
[Abstract]:The new curriculum standard reinterprets the nature of Chinese curriculum and puts forward some new ideas and methods to guide the reform of Chinese teaching. It is the idea of new curriculum reform to let students learn Chinese in vivid and typical language environment and feel the connotation of language. The creation of situation in Chinese teaching can help the students to deepen the text, savor the language carefully, feel the rich humanistic connotation behind the language, cultivate the students' aesthetic ability and promote the development of the students. Li Jilin, a famous special teacher, has created situational teaching that conforms to the requirements of the times, subject characteristics and students' characteristics. It is praised as a banner of the new curriculum reform and can help Chinese teachers to set up a correct view of Chinese teaching. It is worth drawing lessons from to improve the students' Chinese accomplishment in an all-round way. Taking the language training of Li Jilin's situational teaching as the research object, this paper starts with several important debates on the reform of Chinese curriculum and the change of curriculum idea, and explains in detail the evolution of the nature of Chinese curriculum. This paper demonstrates the influence of "the contention of literature and white language", "the contention of literature and Taoism", "the argument of instrumentality and humanism" and the change of curriculum concept on Chinese teaching, and analyzes the existing problems in combination with the investigation of the current situation of language training in Chinese teaching. In order to find out the real reasons for the difficulties in Chinese teaching. On this basis, this paper discusses the connotation and great value of Li Jilin's situational teaching language training, points out the direction for the reform of Chinese teaching, and combines the practice of situational teaching with the ideas, objectives, principles and contents of situational teaching language training. The essence of this paper is systematically analyzed, and the theoretical system of situational teaching language training is constructed. This paper focuses on the strategies of language training in situational teaching, and puts forward five strategies of language training, that is, the situation of life reproduction, the situation of language description, the integration of true feelings into the situation, the widening of situation by activities, and the deepening of training. The operating system of situational teaching is constructed. Combined with the reality of the new curriculum reform, this paper summarizes the enlightenment and thinking of language training in situational teaching, that is, to strengthen language practice, to respect students' main position, to highlight the characteristics of subjects, and to correctly understand language training. Deal well with the relationship between instrumentality and humanity.
【學(xué)位授予單位】：合肥師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3

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