【摘要】：現(xiàn)行初中語(yǔ)文教材中散文數(shù)量較大,是初中語(yǔ)文教材的重要組成部分。這些散文大多語(yǔ)言精美,意蘊(yùn)深刻。然而,對(duì)于初中學(xué)生而言,把握這些散文的意蘊(yùn)并非易事,因?yàn)樯⑽牡囊馓N(yùn)往往較為含蓄甚至比較抽象。這就需要教師事先走進(jìn)文本,和文本對(duì)話,形成自己富有個(gè)性的文本解讀,然后,引導(dǎo)學(xué)生多角度挖掘文本意蘊(yùn)。筆者結(jié)合自己的日常教學(xué)經(jīng)驗(yàn)和見(jiàn)聞,認(rèn)為從“品味語(yǔ)言”切入是文本解讀的有效方法。本文通過(guò)以下五個(gè)章節(jié)探討了這一方法在文本解讀上的可行性和實(shí)踐意義。緒論部分闡述了研究背景及意義、課題的理論依據(jù)、國(guó)內(nèi)外研究現(xiàn)狀述評(píng)、研究?jī)?nèi)容和創(chuàng)新點(diǎn)、研究方法。第一章,闡述初中課本中的散文概念及其特點(diǎn):文采美和情采美。新課標(biāo)對(duì)散文教學(xué)的要求:注重語(yǔ)言品味,注重情感體驗(yàn),提高文化品位。為本研究提供了文體特點(diǎn)依據(jù)和課標(biāo)依據(jù)。第二章,通過(guò)在學(xué)生中和教師中的散文問(wèn)卷調(diào)查及其反饋,得出散文教學(xué)的現(xiàn)狀和問(wèn)題,問(wèn)題為忽視對(duì)文本語(yǔ)言的品味,對(duì)文本的解讀膚淺化、教條化,古代散文學(xué)習(xí)興趣尤其寡淡,品味語(yǔ)言的實(shí)現(xiàn)缺乏有效策略。為本研究提供了實(shí)踐需求的依據(jù)。第三章,結(jié)合筆者在上課、聽(tīng)課實(shí)踐中的案例闡述了以“品味語(yǔ)言”為視角的初中白話散文文本解讀策略:尋找文眼、點(diǎn)睛之筆,從點(diǎn)睛之筆切入,從尋覓文眼切入,關(guān)注描寫(xiě)人物的語(yǔ)言,關(guān)注細(xì)節(jié)描寫(xiě)內(nèi)容及方式。第四章,結(jié)合筆者在上課、聽(tīng)課實(shí)踐中案例闡述了“品味語(yǔ)言”為視角的初中古代散文文本解讀策略:關(guān)注貫穿全文的情感線索,探尋概括人物形象的句子,推敲文章題目,整合學(xué)生質(zhì)疑處。第五章,結(jié)合筆者在上課和聽(tīng)課實(shí)踐中的案例闡述了散文教學(xué)中具體的“品味語(yǔ)言”的深入拓展策略:穿插法、比較法、情境創(chuàng)設(shè)法、矛盾質(zhì)疑法、品讀寫(xiě)結(jié)合法。結(jié)束語(yǔ)概述散文教學(xué)的策略永遠(yuǎn)是教師難盡的話題,本研究從“語(yǔ)言”出發(fā),探究文本解讀的策略,希望能夠?yàn)樯⑽慕虒W(xué)提供一種思路。
[Abstract]:The quantity of prose in the current junior middle school Chinese teaching materials is large, which is an important part of junior middle school Chinese teaching materials. Most of these essays are exquisite in language and profound in meaning. However, for junior high school students, it is not easy to grasp the meaning of these prose, because the meaning of prose is often more implicit and even more abstract. This requires the teacher to enter the text beforehand, to have a dialogue with the text, to form his own individual interpretation of the text, and then to guide the students to excavate the meaning of the text from various angles. Combining with my daily teaching experience and experience, the author thinks that it is an effective method to interpret the text from the perspective of "taste language". This paper discusses the feasibility and practical significance of this method in text interpretation through the following five chapters. The introduction describes the background and significance of the research, the theoretical basis of the subject, the current research situation at home and abroad, research content and innovation, research methods. The first chapter expounds the concept and characteristics of prose in junior middle school textbooks: literary beauty and sentimental beauty. The requirements of the new curriculum for prose teaching: pay attention to language taste, emotional experience and cultural taste. It provides the basis of stylistic characteristics and curriculum standard for this study. The second chapter, through the prose questionnaire survey and its feedback among students and teachers, obtains the present situation and problems of prose teaching. The problems are neglect of the taste of the text language, superficial interpretation of the text, dogmatism. Ancient prose learning interest is particularly weak, taste the realization of language lack of effective strategies. It provides the basis for the practice of this study. The third chapter, combined with the case of the author in the class and the practice of listening to the class, expounds the reading strategy of the vernacular prose text in junior high school from the perspective of "taste language": looking for the literary eye, the finishing touch, cutting into the finishing touch, and looking for the text. Pay attention to the language of the description of the characters, the details of the description of the content and ways. The fourth chapter, combined with the author in class, listening to the practice of the case elaborated "taste language" for the perspective of junior high school prose text interpretation strategy: focus on the emotional clues throughout the full text, seek to summarize the characters of the sentences, and examine the title of the article, Integrate student query office. The fifth chapter, combined with the case of the author in the class and the practice of listening to the class, expounds the specific "taste language" development strategy in prose teaching: interspersed method, comparative method, situational creation method, contradiction questioning method, combination of product reading and writing method. Conclusion: summarizing the strategies of prose teaching is always a difficult topic for teachers. From the perspective of "language", this study explores the strategies of text interpretation in the hope of providing a way of thinking for prose teaching.
【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(lèi)號(hào)】：G633.3

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本文編號(hào)：2302636