本文關(guān)鍵詞： 繪本 低年級(jí)語(yǔ)文 教學(xué)研究　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：繪本是一種非常適合兒童閱讀的文學(xué)形式。它由圖畫和文字組成,其中的圖畫富有美感,蘊(yùn)含著豐富的內(nèi)容,通過(guò)看圖就可以了解故事內(nèi)容,是文字的延伸。而繪本中的文字起輔助畫面的作用,圖文互相配合,為我們呈現(xiàn)出有趣而豐富的繪本作品。近些年,有許多地方嘗試將繪本引入到低年級(jí)的語(yǔ)文教學(xué)中。比起枯燥的教科書,圖畫和文字并存的繪本更加能引起學(xué)生的興趣;打開(kāi)學(xué)生的心靈,讓學(xué)生受到愛(ài)和美的浸潤(rùn);讓學(xué)生的思維更加縝密,富有創(chuàng)造性。而與《新課程語(yǔ)文標(biāo)準(zhǔn)》相對(duì)應(yīng)的,繪本還能很好的作為教材的補(bǔ)充,促進(jìn)學(xué)生的識(shí)字寫字能力,提升閱讀寫作能力,鍛煉學(xué)生的口語(yǔ)表達(dá),促進(jìn)學(xué)生的綜合性學(xué)習(xí)。正是由于這些原因,小學(xué)中刮起了一陣陣的“繪本熱”,但是許多一線教師對(duì)繪本的教學(xué)存在著一定的誤區(qū)。有的教師認(rèn)為繪本僅僅是簡(jiǎn)單的圖畫書,繪本閱讀就是讓學(xué)生自己看圖,沒(méi)有充分發(fā)揮繪本的作用;有的教師則挖掘過(guò)深,過(guò)于重視繪本的思想價(jià)值,讓繪本閱讀課變成思想教育課,或者非常關(guān)注繪本中的知識(shí)性內(nèi)容,在閱讀時(shí)過(guò)于重視閱讀方法的指導(dǎo),忽視了學(xué)生的興趣,把繪本變成了枯燥的教科書,完全喪失了繪本獨(dú)特的價(jià)值。隨著繪本越來(lái)越流行,學(xué)術(shù)界對(duì)這種文學(xué)形式的關(guān)注也越來(lái)越多,但是筆者發(fā)現(xiàn)這些研究大多集中在繪本的閱讀價(jià)值方面,真正能指導(dǎo)實(shí)際課堂的還比較少。基于對(duì)繪本的認(rèn)識(shí),結(jié)合自己的教學(xué)經(jīng)驗(yàn),筆者在攻讀教育碩士期間對(duì)繪本在低年級(jí)語(yǔ)文教學(xué)中的應(yīng)用進(jìn)行了研究和探索。筆者首先對(duì)繪本的內(nèi)涵和特點(diǎn)進(jìn)行探究,從根源上理清什么是繪本,繪本具有什么樣的特點(diǎn)。結(jié)合繪本的特點(diǎn)和低年級(jí)學(xué)生的身心特點(diǎn),作者明確了在語(yǔ)文教學(xué)中進(jìn)行繪本教學(xué)有什么樣的價(jià)值。接著筆者研究了低年級(jí)語(yǔ)文繪本教學(xué)現(xiàn)狀,發(fā)現(xiàn)繪本教學(xué)中的一系列的誤區(qū)。最終,筆者結(jié)合理論研究和自身經(jīng)驗(yàn)闡述了應(yīng)當(dāng)如何在低年級(jí)語(yǔ)文教學(xué)中更有實(shí)效性的開(kāi)展繪本閱讀教學(xué)。繪本在教育教學(xué)的實(shí)踐領(lǐng)域內(nèi)是比較新鮮的事物,還需要廣大同仁一起探索研究,筆者希望這篇論文在教能為這一領(lǐng)域內(nèi)的研究盡一些微薄之力。
[Abstract]:Picture book is a kind of literary form which is very suitable for children to read. It is composed of pictures and words. The pictures are full of beauty and contain rich contents. By looking at pictures, we can understand the content of the story. It is an extension of the text. The text in the picture book plays an auxiliary role in the picture, and the picture and text cooperate with each other, showing us interesting and rich picture book works in recent years. There are many places to try to introduce picture books into Chinese teaching in the lower grade. Compared with boring textbooks, picture books with pictures and words can arouse students' interest more; Open the student's heart, let the student receive love and the infiltration of beauty; Let the students thinking more meticulous, creative. And with the "New Curriculum language Standards", picture book can also be a good supplement to the textbook, promote students' ability to read and write, improve the ability of reading and writing. It is precisely because of these reasons that the primary school has been scratching up waves of "picture book fever". But many teachers have some misunderstandings about the teaching of picture book. Some teachers think picture book is only a simple picture book, picture book reading is to let students read pictures, not give full play to the role of picture book; Some teachers dig too deep, pay too much attention to the ideological value of picture book, let picture book reading course become ideological education class, or pay close attention to the knowledge content in picture book, and pay too much attention to the guidance of reading method when reading. Ignoring the interest of students and turning picture books into boring textbooks, the unique value of picture books has been completely lost. As picture books become more and more popular, the academic circles pay more and more attention to this form of literature. However, the author found that most of these studies focus on the reading value of picture books, and few of them can really guide the actual classroom. Based on the understanding of picture books, combined with their own teaching experience. The author studied and explored the application of picture book in Chinese teaching in the lower grade during the period of master of education. Firstly, the author explored the connotation and characteristics of picture book, and made a clear understanding of what picture book is from the root. Picture books have what kind of characteristics, combined with the characteristics of picture books and the lower grade students' physical and mental characteristics. The author clarifies the value of picture book teaching in Chinese teaching. Then the author studies the current situation of Chinese picture book teaching in the lower grade and finds a series of misunderstandings in picture book teaching. Combined with theoretical research and experience, the author expounds how to carry out picture book reading teaching more effectively in the lower grade Chinese teaching. Picture book is a relatively new thing in the practical field of education and teaching. The author hopes that this paper can contribute to the research in this field.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.2

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 沈奇;;芻議小語(yǔ)繪本資源的多維利用[J];七彩語(yǔ)文(教師論壇);2013年10期

2 陳妙媚;;論課本劇在小學(xué)語(yǔ)文教學(xué)中的應(yīng)用[J];現(xiàn)代閱讀(教育版);2012年17期

3 陸虹;項(xiàng)妍;;《有個(gè)性的羊》教學(xué)設(shè)計(jì)——兼談繪本閱讀的教學(xué)策略[J];教學(xué)月刊(小學(xué)版);2011年05期

4 朱靜怡;;兒童圖畫書教學(xué)的策略[J];幼兒教育;2010年16期

5 徐德成;游淑燕;;看見(jiàn)圖像閱讀的力量——圖畫故事書教學(xué)中“插畫與文字交互運(yùn)用”的研究[J];學(xué)前課程研究;2009年10期

6 李金國(guó);;論基于解釋學(xué)的小學(xué)語(yǔ)文閱讀教學(xué)[J];教育研究與實(shí)驗(yàn);2009年S2期

7 王慧寧;;繪本的概念界定及中日現(xiàn)代繪本溯源[J];太原師范學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版);2009年01期

8 ;薛瑞萍:圖畫書與語(yǔ)文教學(xué)[J];語(yǔ)文教學(xué)通訊;2008年36期

9 張永杰;;低年級(jí)圖畫書閱讀教學(xué)實(shí)踐與思考[J];小學(xué)語(yǔ)文教學(xué);2008年05期

10 王林;;圖畫書教學(xué)的行走之道[J];人民教育;2007年Z2期

相關(guān)重要報(bào)紙文章 前1條

1 周其星;;創(chuàng)意：開(kāi)啟寫作之門的“魔法”鑰匙[N];中國(guó)教育報(bào);2012年

相關(guān)碩士學(xué)位論文 前4條

1 隋成蓮;繪本創(chuàng)意教學(xué)研究[D];山東師范大學(xué);2013年

2 張桂苓;小學(xué)低年級(jí)圖畫書閱讀指導(dǎo)研究[D];山東師范大學(xué);2011年

3 姚雪姣;兒童繪本教學(xué)現(xiàn)狀研究[D];杭州師范大學(xué);2011年

4 劉佳璽;對(duì)兒童圖畫書的研究[D];上海師范大學(xué);2010年

，

本文編號(hào)：1489370