初中學(xué)生文言文學(xué)習(xí)興趣問題研究
發(fā)布時間：2019-06-06 07:53
【摘要】： 心理學(xué)研究表明,學(xué)生的學(xué)習(xí)活動是由智力因素和非智力因素綜合作用而成的。智力因素,包括感知、記憶、思維和想象等,是人才培養(yǎng)的基礎(chǔ)。非智力因素,是指除智力因素以外,影響智力活動和智力發(fā)展的那些具有動力作用的個性心理因素。學(xué)生的學(xué)業(yè)成就與智力因素具有中等程度相關(guān),而非智力因素對學(xué)生成才起決定作用。興趣是一種對智力活動有重要影響的非智力因素,興趣是人力求認(rèn)識、探究某種事物或從事某種活動的心理傾向。學(xué)習(xí)興趣是學(xué)生對學(xué)習(xí)活動產(chǎn)生心理上的愛好和追求的傾向,是推動學(xué)習(xí)活動的內(nèi)部動機。皮亞杰在《教育科學(xué)與兒童心理》中指出:“所有智力方面的工作都要依賴于興趣�！笨梢娕d趣對于教育活動的重要意義。 文言文是中華民族優(yōu)秀文化的載體。初中文言文教學(xué)是義務(wù)教育階段語文教學(xué)的一個重要組成部分,對學(xué)生進行經(jīng)典教育,是傳承中華文化的需要;是學(xué)生個人修養(yǎng)和諧人格培養(yǎng)的需要;同時,對學(xué)生學(xué)習(xí)現(xiàn)代漢語也有著促進作用。隨著國學(xué)熱的興起,文言文在語文教材中的比重增大,在考試中,文言文內(nèi)容所占分值也所有增加。然而審視當(dāng)下文言文教學(xué)現(xiàn)狀:“高耗低效”“少慢差費”現(xiàn)象嚴(yán)重;教師的教學(xué)觀念陳舊,重“言”輕“文”,重教輕學(xué),重解題技巧,輕能力培養(yǎng);教師的教學(xué)方法落后,文言文往往還是一堂課一“講”到底,一篇文章一“串”到底,忽視學(xué)生的身心特點和主體作用。作為學(xué)習(xí)活動中的主體,學(xué)生在文言文學(xué)習(xí)活動中是疲憊不堪、興趣全無,厭學(xué)情緒與日俱增。 為了改變這一現(xiàn)狀,許多教育理論工作者和教學(xué)一線的教師進行了不懈的努力和探索,并且取得了一定的成果,對提高文言文的課堂教學(xué)效率發(fā)揮了積極的作用,但與文言文教學(xué)目標(biāo)相比,仍不盡如人意。如何提高文言文的教學(xué)質(zhì)量和效率,成為文言文教學(xué)的重中之重,改革的當(dāng)務(wù)之急。 筆者認(rèn)為,要走出文言文的教學(xué)困境,不妨從培養(yǎng)興趣入手,在提高學(xué)生文言文興趣上狠下功夫,并以此為突破口來提高文言文的教學(xué)質(zhì)量。本研究運用心理學(xué)中非智力因素的研究成果,挖掘興趣在教育活動中所能發(fā)揮的作用,希望通過實踐研究逐漸培養(yǎng)并不斷提高學(xué)生的文言文學(xué)習(xí)興趣,從而切實提高文言文教學(xué)的有效性。文章分為四個部分:第一部分是提出問題,闡述學(xué)習(xí)興趣的相關(guān)理論,并綜述與本課題相關(guān)的研究;第二部分對初中生文言文學(xué)習(xí)興趣的現(xiàn)狀進行調(diào)查,分析影響學(xué)生文言文學(xué)習(xí)興趣的主要因素,提出激發(fā)初中文言文學(xué)習(xí)興趣的可能性;第三部分提出培養(yǎng)初中生文言文學(xué)習(xí)興趣的若干對策;最后一章主要是闡述教師修養(yǎng)與學(xué)生學(xué)習(xí)興趣的關(guān)系。
[Abstract]:Psychological research shows that students' learning activities are composed of intellectual factors and non-intellectual factors. Intelligence factors, including perception, memory, thinking and imagination, are the basis of talent training. Non-intellectual factors refer to those personality psychological factors that affect intellectual activities and intellectual development in addition to intellectual factors. Students' academic achievement is moderately correlated with intellectual factors, but not intellectual factors play a decisive role in the achievement of students. Interest is a kind of non-intellectual factor which has an important influence on intellectual activities. Interest is the psychological tendency of human beings to seek knowledge, explore something or engage in certain activities. Learning interest is the tendency of students to produce psychological hobbies and pursue learning activities, and it is also the internal motivation to promote learning activities. In Educational Science and Child Psychology, Piaget points out: "all intellectual work depends on interest." It can be seen that interest is of great significance to educational activities. Classical Chinese is the carrier of the excellent culture of the Chinese nation. Classical Chinese teaching in junior middle school is an important part of Chinese teaching in the stage of compulsory education. Classical education for students is the need to inherit Chinese culture, and it is the need for the cultivation of students' personal cultivation and harmonious personality. At the same time, it also promotes students to learn modern Chinese. With the rise of the popularity of traditional Chinese, the proportion of classical Chinese in Chinese teaching materials increases, and in the examination, the score of classical Chinese content also increases. However, to examine the present situation of classical Chinese teaching: "high consumption and low efficiency" and "less slow and poor expenses" are serious, teachers' teaching ideas are old, emphasis on "speaking" rather than "writing", emphasis on teaching and light learning, emphasis on problem solving skills, light ability training; Teachers' teaching methods are backward, classical Chinese is often a class to the end, an article to the end, neglecting the physical and mental characteristics and the main role of students. As the main body of learning activities, students are exhausted in classical Chinese learning activities, there is no interest, and their weariness of learning is increasing day by day. In order to change this situation, many educational theorists and teachers in the teaching line have made unremitting efforts and explored, and have made some achievements, which have played a positive role in improving the efficiency of classical Chinese classroom teaching. However, compared with the teaching objectives of classical Chinese, it is still not satisfactory. How to improve the teaching quality and efficiency of classical Chinese has become the most important and urgent task of classical Chinese teaching. The author believes that in order to get out of the teaching predicament of classical Chinese, we should start with the cultivation of interest, work hard to improve students' interest in classical Chinese, and take it as a breakthrough to improve the teaching quality of classical Chinese. This study uses the research results of non-intellectual factors in psychology to explore the role that interest can play in educational activities, hoping to gradually cultivate and constantly improve students' interest in classical Chinese learning through practical research. In order to improve the effectiveness of classical Chinese teaching. The article is divided into four parts: the first part is to put forward questions, explain the relevant theories of learning interest, and summarize the research related to this topic; The second part investigates the present situation of junior high school students' interest in classical Chinese learning, analyzes the main factors that affect students' interest in classical Chinese learning, and puts forward the possibility of stimulating junior high school students' interest in classical Chinese learning. The third part puts forward some countermeasures to cultivate junior high school students' interest in classical Chinese learning; the last chapter mainly expounds the relationship between teacher cultivation and students' interest in learning.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：G633.3
本文編號：2494194
[Abstract]:Psychological research shows that students' learning activities are composed of intellectual factors and non-intellectual factors. Intelligence factors, including perception, memory, thinking and imagination, are the basis of talent training. Non-intellectual factors refer to those personality psychological factors that affect intellectual activities and intellectual development in addition to intellectual factors. Students' academic achievement is moderately correlated with intellectual factors, but not intellectual factors play a decisive role in the achievement of students. Interest is a kind of non-intellectual factor which has an important influence on intellectual activities. Interest is the psychological tendency of human beings to seek knowledge, explore something or engage in certain activities. Learning interest is the tendency of students to produce psychological hobbies and pursue learning activities, and it is also the internal motivation to promote learning activities. In Educational Science and Child Psychology, Piaget points out: "all intellectual work depends on interest." It can be seen that interest is of great significance to educational activities. Classical Chinese is the carrier of the excellent culture of the Chinese nation. Classical Chinese teaching in junior middle school is an important part of Chinese teaching in the stage of compulsory education. Classical education for students is the need to inherit Chinese culture, and it is the need for the cultivation of students' personal cultivation and harmonious personality. At the same time, it also promotes students to learn modern Chinese. With the rise of the popularity of traditional Chinese, the proportion of classical Chinese in Chinese teaching materials increases, and in the examination, the score of classical Chinese content also increases. However, to examine the present situation of classical Chinese teaching: "high consumption and low efficiency" and "less slow and poor expenses" are serious, teachers' teaching ideas are old, emphasis on "speaking" rather than "writing", emphasis on teaching and light learning, emphasis on problem solving skills, light ability training; Teachers' teaching methods are backward, classical Chinese is often a class to the end, an article to the end, neglecting the physical and mental characteristics and the main role of students. As the main body of learning activities, students are exhausted in classical Chinese learning activities, there is no interest, and their weariness of learning is increasing day by day. In order to change this situation, many educational theorists and teachers in the teaching line have made unremitting efforts and explored, and have made some achievements, which have played a positive role in improving the efficiency of classical Chinese classroom teaching. However, compared with the teaching objectives of classical Chinese, it is still not satisfactory. How to improve the teaching quality and efficiency of classical Chinese has become the most important and urgent task of classical Chinese teaching. The author believes that in order to get out of the teaching predicament of classical Chinese, we should start with the cultivation of interest, work hard to improve students' interest in classical Chinese, and take it as a breakthrough to improve the teaching quality of classical Chinese. This study uses the research results of non-intellectual factors in psychology to explore the role that interest can play in educational activities, hoping to gradually cultivate and constantly improve students' interest in classical Chinese learning through practical research. In order to improve the effectiveness of classical Chinese teaching. The article is divided into four parts: the first part is to put forward questions, explain the relevant theories of learning interest, and summarize the research related to this topic; The second part investigates the present situation of junior high school students' interest in classical Chinese learning, analyzes the main factors that affect students' interest in classical Chinese learning, and puts forward the possibility of stimulating junior high school students' interest in classical Chinese learning. The third part puts forward some countermeasures to cultivate junior high school students' interest in classical Chinese learning; the last chapter mainly expounds the relationship between teacher cultivation and students' interest in learning.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2009
【分類號】：G633.3
【引證文獻】
相關(guān)碩士學(xué)位論文 前1條
1 楊易梅;小學(xué)“經(jīng)典誦讀”教學(xué)策略研究[D];河北師范大學(xué);2011年
，本文編號：2494194
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