比較閱讀在小學(xué)古詩(shī)詞教學(xué)中的應(yīng)用研究
發(fā)布時(shí)間：2018-09-02 06:18
【摘要】：中國(guó)是四大文明古國(guó)之一，其源遠(yuǎn)流長(zhǎng)的歷史中積淀著許多經(jīng)典的民族文化，而語(yǔ)詞凝練、結(jié)構(gòu)跳躍、富有韻律的古詩(shī)詞就是其中之一。它不僅是我國(guó)民族文化的表現(xiàn)，還具有重要的教育價(jià)值，我們應(yīng)該主動(dòng)的“開(kāi)采”它，并以一個(gè)有效的“開(kāi)采”方式去挖掘這塊寶藏的真正價(jià)值。此外，小學(xué)語(yǔ)文課標(biāo)也提出了關(guān)于民族文化傳承的教學(xué)要求，但作為民族文化啟蒙的古詩(shī)詞，在實(shí)際教學(xué)中卻存在著很多問(wèn)題，如教師通常以講解詩(shī)詞含義、朗讀背誦為固定的教學(xué)模式，忽視了學(xué)生的主體性，影響詩(shī)詞的教學(xué)效果。因此，鑒于古詩(shī)詞的重要意義和古詩(shī)詞教學(xué)中的問(wèn)題，本文在查閱文獻(xiàn)的基礎(chǔ)上嘗試將“比較閱讀”運(yùn)用到古詩(shī)詞教學(xué)中以解決當(dāng)前的有關(guān)問(wèn)題。 比較閱讀是運(yùn)用比較法對(duì)具有一定聯(lián)系的文章進(jìn)行求同或求異閱讀的教學(xué)方法。在古詩(shī)詞教學(xué)中運(yùn)用比較閱讀不僅可以幫助學(xué)生理解文本，歸納語(yǔ)文知識(shí)，提高閱讀能力，還可以提高教師文本解讀的能力，豐富教學(xué)實(shí)踐。而人教版小學(xué)語(yǔ)文教材又是以“同主題單元、不同作者、不同體裁”等形式編排了不同的課文，所以這為比較閱讀在詩(shī)詞教學(xué)中的開(kāi)展提供了有力的“證據(jù)”。 在此基礎(chǔ)上，本文從比較的范圍，比較點(diǎn)的確定，比較方法的運(yùn)用出發(fā)，結(jié)合教師運(yùn)用比較閱讀的教學(xué)片段對(duì)比較閱讀的應(yīng)用進(jìn)行論述。因?yàn)楸疚氖且匀私贪嫘W(xué)語(yǔ)文為參考，并希望比較閱讀是在完成基本教學(xué)任務(wù)的基礎(chǔ)上進(jìn)行應(yīng)用；此外，小學(xué)生經(jīng)典詩(shī)詞的學(xué)習(xí)不能僅依靠課內(nèi)有限的古詩(shī)詞，所以結(jié)合上述原因確定了課內(nèi)古詩(shī)詞比較和課內(nèi)、外古詩(shī)詞比較這兩種范圍。其次，，詩(shī)詞鑒賞時(shí)因思考角度的不同可能會(huì)存在很多比較點(diǎn)，但本文比較點(diǎn)的選取主要是在詩(shī)詞分類(lèi)的基礎(chǔ)上確定了題材、意象等比較點(diǎn)，且對(duì)相關(guān)比較點(diǎn)進(jìn)行了分析�；谛W(xué)生學(xué)習(xí)經(jīng)驗(yàn)等原因，本文選取了求同和求異兩種比較方法，通過(guò)引導(dǎo)學(xué)生找出詩(shī)詞間的異同之處，以把握詩(shī)詞的特點(diǎn)，提高詩(shī)詞學(xué)習(xí)的效率。本文的創(chuàng)新之處是對(duì)比較閱讀在小學(xué)古詩(shī)詞教學(xué)中的應(yīng)用提出了教學(xué)思路，如熟讀古詩(shī)詞，增強(qiáng)語(yǔ)感；理解古詩(shī)詞的內(nèi)容；找出共性，根據(jù)比較點(diǎn)對(duì)古詩(shī)詞進(jìn)行求同或求異的比較等。 針對(duì)比較閱讀的應(yīng)用，本文也提出了相關(guān)建議，如教師應(yīng)提高自身的文學(xué)素養(yǎng)；關(guān)注學(xué)生的學(xué)習(xí)反饋；做好“比較”的資料，如比較點(diǎn)要以教學(xué)情況靈活選取等�？傊�，比較閱讀與古詩(shī)詞教學(xué)的結(jié)合在一定程度上能夠解決當(dāng)前詩(shī)詞教學(xué)的某些困境，但也要重視實(shí)施中所出現(xiàn)的問(wèn)題，所以期望本文所提的教學(xué)建議能夠引起教師的注意，從而使比較閱讀在古詩(shī)詞教學(xué)中的應(yīng)用能夠順利進(jìn)行。
[Abstract]:China is one of the four ancient civilizations, its long history has accumulated a lot of classical national culture, and words condensed, structure jump, rich rhythm of ancient poetry is one of them. It is not only an expression of our national culture, but also an important educational value. We should take the initiative to "exploit" it and explore the real value of this treasure in an effective way. In addition, the primary school Chinese curriculum standard also puts forward the teaching requirements on the inheritance of national culture, but as the ancient poetry of the national culture enlightenment, there are many problems in the actual teaching, such as teachers usually explain the meaning of poetry. Reciting aloud is a fixed teaching mode, which ignores the students' subjectivity and affects the teaching effect of poetry. Therefore, in view of the significance of ancient poetry and the problems in the teaching of ancient poetry, this paper tries to apply "comparative reading" to the teaching of ancient poetry on the basis of literature review to solve the current problems. Comparative reading is a teaching method of using comparative method to look for similarities or differences in reading articles with certain connection. The application of comparative reading in the teaching of ancient poetry can not only help students understand text, induce Chinese knowledge, improve reading ability, but also improve teachers' reading ability and enrich teaching practice. However, the Chinese teaching materials of primary school are composed of different texts in the form of "the same subject unit, different authors and different genres", so this provides a powerful "evidence" for the development of comparative reading in the teaching of poetry. On this basis, this paper discusses the application of comparative reading in the light of the scope of comparison, the determination of comparative points and the application of comparative methods. Because this article is based on the primary school language, and hopes that the comparative reading is based on the completion of the basic teaching tasks; in addition, the study of classical poetry of primary school students can not only rely on the limited ancient poetry in class. Therefore, combined with the above reasons, this paper determines the comparison of ancient poetry in class and outside. Secondly, there may be many comparative points in poetry appreciation because of different thinking angles, but the selection of comparison points in this paper is mainly based on the classification of poetry to determine the subject matter, image and other comparative points, and to analyze the relevant points of comparison. Based on the learning experience of primary school students, this paper selects two comparative methods of seeking for similarities and differences, through guiding students to find out the similarities and differences between poetry, in order to grasp the characteristics of poetry, improve the efficiency of poetry learning. The innovation of this paper is to put forward some teaching ideas on the application of comparative reading in the teaching of ancient poetry in primary school, such as reading ancient poetry, strengthening language sense, understanding the content of ancient poetry, finding out the common character, According to the point of comparison, the comparison of ancient poetry and poetry is made. In view of the application of comparative reading, this paper also puts forward some relevant suggestions, such as teachers should improve their own literary literacy, pay attention to students' learning feedback, and do a good job of "comparative" materials, such as flexible selection of comparative points according to teaching conditions. In a word, the combination of comparative reading and teaching of ancient poetry can solve some difficulties in the current teaching of poetry to some extent, but we should also pay attention to the problems in the implementation, so we hope that the teaching suggestions put forward in this paper can attract the attention of teachers. Thus, the application of comparative reading in the teaching of ancient poetry can be carried out smoothly.
【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】：2015
【分類(lèi)號(hào)】：G623.2
本文編號(hào)：2218513
[Abstract]:China is one of the four ancient civilizations, its long history has accumulated a lot of classical national culture, and words condensed, structure jump, rich rhythm of ancient poetry is one of them. It is not only an expression of our national culture, but also an important educational value. We should take the initiative to "exploit" it and explore the real value of this treasure in an effective way. In addition, the primary school Chinese curriculum standard also puts forward the teaching requirements on the inheritance of national culture, but as the ancient poetry of the national culture enlightenment, there are many problems in the actual teaching, such as teachers usually explain the meaning of poetry. Reciting aloud is a fixed teaching mode, which ignores the students' subjectivity and affects the teaching effect of poetry. Therefore, in view of the significance of ancient poetry and the problems in the teaching of ancient poetry, this paper tries to apply "comparative reading" to the teaching of ancient poetry on the basis of literature review to solve the current problems. Comparative reading is a teaching method of using comparative method to look for similarities or differences in reading articles with certain connection. The application of comparative reading in the teaching of ancient poetry can not only help students understand text, induce Chinese knowledge, improve reading ability, but also improve teachers' reading ability and enrich teaching practice. However, the Chinese teaching materials of primary school are composed of different texts in the form of "the same subject unit, different authors and different genres", so this provides a powerful "evidence" for the development of comparative reading in the teaching of poetry. On this basis, this paper discusses the application of comparative reading in the light of the scope of comparison, the determination of comparative points and the application of comparative methods. Because this article is based on the primary school language, and hopes that the comparative reading is based on the completion of the basic teaching tasks; in addition, the study of classical poetry of primary school students can not only rely on the limited ancient poetry in class. Therefore, combined with the above reasons, this paper determines the comparison of ancient poetry in class and outside. Secondly, there may be many comparative points in poetry appreciation because of different thinking angles, but the selection of comparison points in this paper is mainly based on the classification of poetry to determine the subject matter, image and other comparative points, and to analyze the relevant points of comparison. Based on the learning experience of primary school students, this paper selects two comparative methods of seeking for similarities and differences, through guiding students to find out the similarities and differences between poetry, in order to grasp the characteristics of poetry, improve the efficiency of poetry learning. The innovation of this paper is to put forward some teaching ideas on the application of comparative reading in the teaching of ancient poetry in primary school, such as reading ancient poetry, strengthening language sense, understanding the content of ancient poetry, finding out the common character, According to the point of comparison, the comparison of ancient poetry and poetry is made. In view of the application of comparative reading, this paper also puts forward some relevant suggestions, such as teachers should improve their own literary literacy, pay attention to students' learning feedback, and do a good job of "comparative" materials, such as flexible selection of comparative points according to teaching conditions. In a word, the combination of comparative reading and teaching of ancient poetry can solve some difficulties in the current teaching of poetry to some extent, but we should also pay attention to the problems in the implementation, so we hope that the teaching suggestions put forward in this paper can attract the attention of teachers. Thus, the application of comparative reading in the teaching of ancient poetry can be carried out smoothly.
【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】：2015
【分類(lèi)號(hào)】：G623.2
【參考文獻(xiàn)】
相關(guān)期刊論文 前10條
1 邱云;比較法教學(xué)在語(yǔ)文教學(xué)中的優(yōu)勢(shì)[J];安徽教育;1995年05期
2 黃晶慈;;小學(xué)古詩(shī)詞的選文特色、教學(xué)誤區(qū)及教學(xué)思路[J];廣東教育(綜合版);2011年Z1期
3 藍(lán)冰;;試論“詩(shī)教”傳統(tǒng)的繼承與演變——兼論“詩(shī)教”傳統(tǒng)的當(dāng)下意義[J];遼寧師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2009年04期
4 張道明;;基于古詩(shī)詞特點(diǎn)的小學(xué)語(yǔ)文教學(xué)策略[J];教學(xué)與管理;2013年35期
5 周樂(lè);;對(duì)比閱讀,古詩(shī)教學(xué)的另一番風(fēng)景[J];教學(xué)月刊小學(xué)版(語(yǔ)文);2013年06期
6 張育鷹;;從小學(xué)語(yǔ)文教材編排看古詩(shī)詞教學(xué)的重要意義[J];快樂(lè)閱讀;2013年22期
7 趙晉康;閱讀教學(xué)中的比較法[J];山西教育學(xué)院學(xué)報(bào);2001年01期
8 唐碧云;;語(yǔ)文比較教學(xué)法簡(jiǎn)論[J];湘潭師范學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版);2007年02期
9 朱光潛;談讀詩(shī)與趣味的培養(yǎng)[J];語(yǔ)文世界;2001年06期
10 楊杰文;;古典詩(shī)詞中的草意象芻議[J];語(yǔ)文教學(xué)通訊;2014年04期
本文編號(hào)：2218513
本文鏈接：http://sikaile.net/jiaoyulunwen/xiaoxuejiaoyu/2218513.html
最近更新
教材專(zhuān)著
