【摘要】： 模糊性是文學(xué)作品藝術(shù)魅力的一種本質(zhì)特征。而相對(duì)于其他文學(xué)作品來說,詩歌最具模糊美,因?yàn)槟：朗窃娙藙?chuàng)作時(shí)一種刻意追求。因而,詩歌容涵著大量潛在的信息,同時(shí)它也賦予了讀者更多的創(chuàng)造空間。所以,讀者在解讀文本時(shí),并不總是跟尋著詩人的思路,被動(dòng)接受;讀者會(huì)依據(jù)自己的感悟體驗(yàn)、審美標(biāo)準(zhǔn)和美學(xué)思想等,通過聯(lián)想和想象進(jìn)行再創(chuàng)造,為“言有盡而意無窮”的詩歌文本賦予了更多的個(gè)性化意蘊(yùn)和內(nèi)涵。因此,詩歌鑒賞是一種“仁者見仁,智者見智”的精神活動(dòng),這也更增加了詩的模糊色彩和無窮魅力。這也正是詩的可愛之處。 但是長期以來,在詩歌作品的教學(xué)中,詩歌文本解讀過度模式化、標(biāo)準(zhǔn)化、精確化的現(xiàn)象普遍存在,其結(jié)果學(xué)生只在認(rèn)知方面獲得片面發(fā)展,忽視了詩歌作品的內(nèi)在張力,壓抑了學(xué)生的個(gè)性、情感和想象,扼殺了學(xué)生創(chuàng)新能力的培養(yǎng)。 新課程標(biāo)準(zhǔn)強(qiáng)調(diào),閱讀是學(xué)生的個(gè)性化行為,閱讀要珍視學(xué)生獨(dú)特的感受、體驗(yàn)和理解。詩歌是一種高度概括地反映現(xiàn)實(shí)生活、主體情感的文體,其形象、意義、意境、表現(xiàn)手法等都具有模糊性。而學(xué)生又是有著豐富思想與情感的能動(dòng)主體,他們對(duì)詩歌文本的解讀應(yīng)該是立體的、豐滿的、多層次、多角度的。所以教師應(yīng)該正確而全面認(rèn)識(shí)詩歌的模糊性特征,運(yùn)用恰當(dāng)?shù)慕虒W(xué)策略,并遵循以人為本的教學(xué)理念,尊重學(xué)生對(duì)詩歌文本的個(gè)性化詮釋,激發(fā)學(xué)生的審美想象,提高學(xué)生對(duì)詩歌的鑒賞能力,陶冶學(xué)生的情操,升華學(xué)生的思想境界。 就目前的研究狀況來看,關(guān)于詩歌模糊性教學(xué),雖然在理論、實(shí)踐方面有了初步的探索,但在具體可操作的實(shí)踐方面尚存在著明顯不足。本文立足于詩歌的模糊性特征,并遵循學(xué)生的認(rèn)知規(guī)律,對(duì)詩歌模糊性教學(xué)的內(nèi)涵、詩歌模糊性教學(xué)的意義和詩歌文本解讀過程中應(yīng)用的教學(xué)策略等多個(gè)方面進(jìn)行了較為充分地探索。主要目的有二:一是增強(qiáng)詩歌模糊性教學(xué)的設(shè)計(jì)意識(shí),并合理而巧妙地運(yùn)用恰當(dāng)?shù)慕虒W(xué)策略,確實(shí)具體而有效地提高詩歌模糊性教學(xué)的可操作性;二是尊重學(xué)生對(duì)文本的合理詮釋與體驗(yàn),豐富學(xué)生的情感,陶冶學(xué)生的情操,培養(yǎng)學(xué)生的審美情趣,體味詩歌作品的藝術(shù)魅力,以全面提高學(xué)生的語文素養(yǎng)。
[Abstract]:Fuzziness is an essential feature of artistic charm of literary works. Compared with other literary works, poetry is the most fuzzy beauty, because fuzzy beauty is a deliberate pursuit in poet's creation. Therefore, poetry contains a large amount of potential information, at the same time, it gives readers more creative space. Therefore, when reading the text, readers do not always follow the poet's thinking, passively accept; According to their own experience, aesthetic standards and aesthetic thoughts, readers will re-create through association and imagination, giving more individualized meaning and connotation to the poetic text of "the word has the best and the meaning is infinite". Therefore, poetry appreciation is a kind of spiritual activity, which increases the fuzziness and charm of poetry. This is the loveliness of poetry. However, for a long time, in the teaching of poetry works, the phenomenon of excessively stylized, standardized and accurate interpretation of poetry texts has been widespread. As a result, students have only achieved one-sided development in cognition and neglected the internal tension of poetry works. It suppresses students' personality, emotion and imagination, and stifles the cultivation of students'creative ability. The new curriculum standard emphasizes that reading is a student's individualized behavior, reading should cherish students' unique feeling, experience and understanding. Poetry is a kind of literary style which reflects real life, subject emotion, its image, meaning, artistic conception, expression technique and so on. Students are active subjects with rich thoughts and emotions. Their interpretation of poetry texts should be stereoscopic, plump, multi-level and multi-angle. Therefore, teachers should correctly and comprehensively understand the fuzzy characteristics of poetry, use appropriate teaching strategies, follow the people-oriented teaching concept, respect students' individualized interpretation of poetry texts, and stimulate students' aesthetic imagination. Improve students' ability to appreciate poetry, cultivate students' sentiment, and sublimate students' ideological realm. From the point of view of the current research situation, although there is a preliminary exploration in the theory and practice of poetry fuzziness teaching, there are still obvious deficiencies in the practical practice. Based on the characteristics of fuzziness in poetry, and following the students' cognitive law, this paper discusses the connotation of the teaching of fuzziness in poetry. The meaning of the teaching of poetry fuzziness and the teaching strategies applied in the process of interpreting poetry texts have been fully explored. There are two main purposes: one is to enhance the design consciousness of poetry fuzziness teaching, and use appropriate teaching strategies reasonably and skillfully, so as to improve the operability of poetry fuzziness teaching concretely and effectively; Second, we should respect the students' reasonable interpretation and experience of the text, enrich students' emotion, cultivate students' sentiment, cultivate students' aesthetic taste, and appreciate the artistic charm of poetry works, so as to improve students' Chinese literacy.
【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】：2008
【分類號(hào)】：H193;I052-4

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 王菲;知人論世法在初中古典詩詞教學(xué)中的運(yùn)用[D];河北師范大學(xué);2011年

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本文編號(hào)：2322687