本文關(guān)鍵詞： 碎片化閱讀 文學鑒賞能力 中學生 影響　出處：《四川師范大學》2013年碩士論文　論文類型：學位論文

【摘要】：隨著經(jīng)濟飛速發(fā)展，時間碎片化、閱讀新媒介層出不窮，大眾的閱讀方式也在發(fā)生深刻的變化。碎片化閱讀正是在這一背景下產(chǎn)生的一種典型的閱讀現(xiàn)象，并深刻影響大眾以及中學生的閱讀。碎片化閱讀具有閱讀內(nèi)容碎片化、閱讀層次淺表化和閱讀媒介科技化的典型特點。碎片化閱讀可分為外界破壞式、鏈接轉(zhuǎn)移式、搜索引擎式和混合信息式四種典型類型。它對中學生文學鑒賞能力的形成產(chǎn)生了復雜、深遠的影響。 在碎片化閱讀中，中學生根據(jù)閱讀興趣選擇內(nèi)容，讀者以肯定情緒為主。碎片化閱讀有利于豐富中學生的閱讀選擇，有利于培養(yǎng)其開闊的視野。同時，它還促進中學生選擇文學鑒賞內(nèi)容能力的形成。碎片化閱讀中直覺思維的比例較大，閱讀思維在碎片跳躍中發(fā)散靈活。 然而，碎片化閱讀的閱讀動機娛樂化、輕松化，易導致讀者審美品味低下。同時碎片化閱讀中多無意注意，中學生需要對其文學閱讀注意力進行培養(yǎng)和發(fā)展。碎片化閱讀不利于知識的系統(tǒng)化學習和積累，嚴重阻礙以系統(tǒng)性知識積累作為支撐的穩(wěn)定能力的形成。碎片化閱讀不利于讀者對文學作品的整體感知。碎片化閱讀內(nèi)容內(nèi)部聯(lián)系性弱，層次淺表化，不利于文本細讀。同時它對不同認知風格的閱讀主體有不同的影響。 因此，語文教師應(yīng)該基于中學生文學鑒賞能力形成的問題分析、建立、優(yōu)化目標。尊重學生選擇，培養(yǎng)其閱讀興趣，通過碎片拓寬中學生的視野。從關(guān)注文學鑒賞能力形成的角度，注重文學基本知識的系統(tǒng)獲得。語文教師還應(yīng)該關(guān)注整體感知的教學策略。同時以高質(zhì)量的文學碎片為切入點細讀、深讀文本，，將文本細讀作為將文學文本讀深讀透的重要途徑。文學教育應(yīng)重視經(jīng)典閱讀，培養(yǎng)中學生高雅文學品味。在碎片化閱讀興起的背景下，培養(yǎng)學生具有現(xiàn)代媒介素養(yǎng)與能力。
[Abstract]:With the rapid development of economy and fragmentation of time, new reading media emerge in endlessly, and the reading style of the public is also undergoing profound changes. Fragmentation reading is a typical reading phenomenon under this background. It has a profound impact on the reading of the public and middle school students. Fragmented reading has the typical characteristics of fragmentation of reading content, superficial reading level and scientific and technological reading media. Fragmented reading can be divided into external destructive type. There are four typical types: link transfer, search engine and mixed information. It has a complex and profound influence on the formation of literary appreciation ability of middle school students. In fragmented reading, middle school students choose content according to their reading interests, readers are mainly positive emotions. Fragmented reading is helpful to enrich the reading choices of middle school students, and to cultivate their broad vision. At the same time. It also promotes the formation of students' ability to choose the content of literary appreciation. The proportion of intuitionistic thinking in fragmented reading is larger and the reading thinking is divergent and flexible in the jumping of fragments. However, the reading motivation of fragmented reading entertainment, easy, easy to lead to the reader's aesthetic taste is low. At the same time, fragmentation of reading more unintentional attention. Middle school students need to cultivate and develop their literary reading attention. Fragmented reading is not conducive to the systematic learning and accumulation of knowledge. It seriously hinders the formation of the stable ability supported by the accumulation of systematic knowledge. Fragmented reading is not conducive to the readers' overall perception of literary works. The internal connection of fragmented reading content is weak and the level is superficial. At the same time, it has different effects on the reading subjects of different cognitive styles. Therefore, Chinese teachers should be based on the students' literary appreciation ability to form the problem analysis, establish, optimize the goal, respect the choice of students, cultivate their reading interest. Through the debris to broaden the vision of middle school students. From the perspective of paying attention to the formation of literary appreciation ability. Chinese teachers should also pay attention to the teaching strategy of the whole perception. At the same time, they should read the literature fragments with high quality as the starting point and read the text deeply. We should pay attention to classical reading and cultivate high literary taste of middle school students. Under the background of the rise of fragmented reading, we should take the text carefully as an important way to read the literary text thoroughly. Cultivate students with modern media literacy and ability.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G633.3

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本文編號：1471294