本文選題：初中語文 + 批判性閱讀　； 參考：《山東師范大學》2017年碩士論文

【摘要】：語文學科以其廣博的情懷為發(fā)展學生的個性,提高批判意識,鍛煉分析問題和解決問題的能力提供了一片馳騁的天地,為此我們需充分利用語文學科的優(yōu)勢,以閱讀教學為主場地,以教師為主導,發(fā)揮學生的主體地位,深入推進批判性閱讀教學�？v觀已有的參考文獻,我們可以發(fā)現(xiàn)對于批判性閱讀教學的研究多數是基于觀念層面的“提出”與“表態(tài)”,關于如何在實踐與應用層面推進,可行性如何的探析較少;并且,對批判性閱讀教學策略,即如何開展批判性閱讀教學的研究表現(xiàn)為泛泛而談,缺乏結合具體的學段、學情進行分析。因此,本研究將結合義務教育初中學段,以此為依托,探究批判性閱讀教學的策略,將批判性閱讀教學的實踐與研究推向深入,通過尋找理論支撐,借鑒國外及臺灣地區(qū)的閱讀教學經驗,嘗試構建初中語文批判性閱讀教學的策略。本論文由四個部分構成,包括初中語文批判性閱讀教學闡釋、批判性閱讀教學的理論依據和歷史發(fā)展、批判性閱讀教學的功能、批判性閱讀教學的策略構建。在論文的開始,對選題的緣由、研究意義、國內外研究現(xiàn)狀進行綜述,說明在初中階段開展語文批評性閱讀教學的必要性。論文結合初中階段學生身心發(fā)展的特點,吸納國內外的成功經驗及教學案例,意欲探究批判性閱讀教學的策略。第一章,厘定批判性閱讀與批判性閱讀教學的概念,從理解、鑒賞到批判逐層分析批判性閱讀的層級要素,歸納批判性閱讀教學的特點、批判性閱讀教學與傳統(tǒng)的閱讀教學不同,它更加強調理性基礎上的獨立思考,但又不排斥合作共贏,重視師生間的包容共進。第二章,縱觀古今中外,從閱讀心理學、批判教育學、建構主義理論等方面探尋批判性閱讀教學的理論基礎,究析其歷史沿革,可以上溯至蘇格拉底詰問法和王充的“疾虛妄”,并簡單介紹臺灣創(chuàng)意教學法和美國的批判性閱讀教學,旨在為我國初中語文批判性閱讀教學的展開尋找理論支撐和經驗依據。第三章,剖析批判性閱讀教學的功能,教學是教師和學生的雙邊活動,以初中階段為契機,抓住學生思維能力發(fā)展的黃金時期,借助語文學科推進批判性閱讀教學不僅對學生的發(fā)展具有深遠影響,同時也會促進教師的進步和教學的革新。第四章,通過對教材和經典文本的研究來分析,提煉批判性閱讀教學的內容要素、方法要素,從教學過程的各個環(huán)節(jié)入手,結合相關的教學案例,嘗試構建一些可供操作、實踐的教學策略,主要從備課、授課及評價三個方面著力,通過教學問題設計、教學方法選擇、練習設置、學習氛圍的營造、教學過程的點撥、評價方式的更新等策略推進批判性閱讀教學的深入。這四個部分前后銜接、環(huán)環(huán)相扣,或聚焦理論闡釋,或突出實踐引路,對初中語文批判性閱讀教學作了多角度的闡釋,是一種嘗試性研究,由于本人實踐經驗不足,在初中階段實施語文批判性閱讀教學時,廣大研究者和實踐者還需要結合具體教學情境不斷檢驗和探索。
[Abstract]:The subject of Chinese language provides a space for developing students' personality, improving their critical consciousness, improving the ability to analyze and solving problems. Therefore, we should make full use of the advantages of the Chinese subject, read the teaching field, take the teacher as the dominant position and give full play to the students' main position, and further promote critical reading. Reading teaching. Looking at the existing references, we can find that most of the research on critical reading teaching is based on "presentation" and "expression" based on the conceptual level. There is little discussion about how to promote the practical and application level and how to make a critical reading teaching strategy, that is, how to carry out critical reading teaching. Therefore, this study will combine the compulsory education junior high school section, so as a basis for the study of critical reading teaching strategies, the practice and research of critical reading in depth, through the search for theoretical support, the reading of foreign and Taiwan reading area reading. Teaching experience, try to construct the strategy of critical reading teaching in junior middle school. This thesis consists of four parts, including the interpretation of critical reading teaching in junior middle school, the theoretical basis and historical development of critical reading teaching, the function of critical reading teaching and the construction of critical reading teaching strategy. This paper makes a summary of the research significance and the research status at home and abroad, and illustrates the necessity of carrying out Chinese critical reading teaching in junior middle school. The thesis combines the characteristics of the physical and mental development of junior middle school students, absorbs the successful experience and teaching cases at home and abroad, and intends to explore the strategies of critical reading teaching. Chapter 1 defines critical reading and criticism. The concept of sexual reading teaching, from understanding, appreciation to critical reading critical reading level elements, summarizes the characteristics of critical reading teaching, and the critical reading teaching is different from the traditional reading teaching. It emphasizes the independent thinking on the basis of rationality, but does not exclude cooperation and mutual benefit, and attaches importance to the inclusion and progress between teachers and students. Second chapters, Throughout the ancient and modern times, the theoretical basis of critical reading teaching is explored from the aspects of reading psychology, critical education and constructivism, and its historical evolution can be traced back to Socrates and Wang Chong's "falsehood", and the creative teaching method of Taiwan and the teaching of critical reading in the United States are briefly introduced, aiming at the beginning of our country. In the third chapter, the function of critical reading teaching is analyzed. The teaching is the bilateral activities of teachers and students, taking the opportunity of the junior middle school as the opportunity to seize the golden period of the development of students' thinking ability, and to promote critical reading teaching with the help of the language subject not only to students' development. The exhibition has far-reaching influence, and it also promotes the progress of teachers and the innovation of teaching. In the fourth chapter, through the analysis of the teaching materials and the classic text, the content elements and methods of critical reading teaching are extracted and the method elements are extracted from all aspects of the teaching process and the relevant teaching cases are combined to try to build some practical and practical teaching. Learning strategies, mainly from three aspects of lesson preparation, teaching and evaluation, through the design of the teaching problem, the selection of teaching methods, the setting of practice, the building of the learning atmosphere, the teaching process, the updating of the method of evaluation, and so on, promote the deepening of the teaching of critical reading. These four parts are connected, linked together, or focused on theoretical interpretation. It is an attempt to study the teaching of critical reading in junior middle school. It is an attempt to study the teaching of critical reading in junior middle school. Because of my lack of practical experience and the implementation of critical reading teaching in junior middle school, the vast number of researchers and practitioners need to be tested and explored in combination with specific teaching situations.

【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

【參考文獻】

相關期刊論文 前10條

1 李學;;批判性閱讀的內涵、理念及教學策略[J];現(xiàn)代中小學教育;2016年03期

2 陳汝年;;初中語文閱讀教學中批判性思維的培養(yǎng)[J];中學語文;2016年06期

3 劉勇;;我們需要怎樣閱讀經典?[J];中學語文教學參考;2016年Z2期

4 鄭壇建;;經典與批判性閱讀[J];語文學習;2015年04期

5 錢理群;;為什么要讀經典[J];語文世界(中學生之窗);2015年04期

6 王唐平;;批判性閱讀:說明文閱讀教學的應有之義[J];中學語文教學參考;2015年08期

7 焦銳男;;美國中學閱讀教學的批判性思維培養(yǎng)管窺[J];中學語文教學參考;2015年Z1期

8 詹福瑞;;大眾閱讀與經典的邊緣化[J];復旦學報(社會科學版);2014年06期

9 趙福樓;;真語文需兼容理解性和批判性閱讀[J];語文建設;2013年25期

10 謝玄玄;;引導學生進行批判性閱讀的教學策略[J];廣西教育;2012年45期

相關碩士學位論文 前10條

1 唐芳蘭;初中語文元認知閱讀策略研究[D];廣西師范大學;2014年

2 鄭曉斌;語文教學中批判性閱讀能力培養(yǎng)策略研究[D];四川師范大學;2013年

3 賈珍;初中語文閱讀教學中批判性思維的培養(yǎng)[D];中央民族大學;2013年

4 顧云卿;小說批判性閱讀的課程與教學研究[D];華東師范大學;2012年

5 宋志誠;初中語文閱讀教學師生文本解讀差異性研究[D];山東師范大學;2011年

6 盛國玉;初中語文理解性閱讀教學探索[D];山東師范大學;2010年

7 王春鳳;批判性思維與語文閱讀教學[D];首都師范大學;2009年

8 張慧;初中語文閱讀教學中學生問題意識培養(yǎng)探究[D];山東師范大學;2009年

9 蔡蓓蓓;優(yōu)化初中語文閱讀教學的策略研究與實施[D];南京師范大學;2008年

10 戴玲;高中語文教學中批判性思維培養(yǎng)的研究[D];華東師范大學;2007年

，

本文編號：1848850