本文關鍵詞：“癥候閱讀法”在中學語文閱讀教學中的應用研究　出處：《廣西師范大學》2017年碩士論文　論文類型：學位論文

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【摘要】：自1904年語文獨立設科以來,由于教學目標取向的不同,語文閱讀教學的開展一直伴隨著大大小小的問題。筆者總結(jié)在新課標背景下語文閱讀教學存在的問題,為了更有利地開展教學活動,摸索“癥候閱讀法”與語文閱讀教學的契合點,給一線教師的語文課堂提供一些參考。本文在研究方法上采用文獻研究法、描述性研究法、案例分析法,在充分了解前人研究的基礎上,結(jié)合具體的教學案例,分析說明“癥候閱讀法”的運用,并提出使用建議,期望能將理論指導實踐。本研究主要內(nèi)容分為四個部分:第—部分,概述“癥候閱讀法”的相關情況,主要包括“癥候閱讀法”的內(nèi)涵、來源、理論基礎和價值,它既可以抓住關鍵、引發(fā)學生思考,又可以實現(xiàn)創(chuàng)新解讀、激活學生思維,還可以活躍課堂教學氣氛、提高課堂教學效率,這樣一來便于讀者對“癥候閱讀法”有一個初步的印象。第二部分,介紹了在新課程背景下語文閱讀教學目標的取向是重視發(fā)揮學生的主動性、重視學生的獨特感受和體驗、明確教師的地位和作用,總結(jié)了在這一背景下語文閱讀教學存在“曲解文本,過分強調(diào)個性化;游離文本,過分講究拓展、遷移;淺析文本,過分重視教學模式”的問題,并分析了造成這些問題的主要原因是教學取向功利化、新課程理念形式化和教師解讀片面化。第三部分,詳細說明了“癥候閱讀法”具有走進作者的心靈、走進文中人物的心靈的使用方法,并具體解釋了“癥候閱讀法”中尋找“癥候”的方法,分別是從作品的“沉默”處尋找“癥候”、從作品的“悖謬”處發(fā)現(xiàn)“癥候”以及從作品的“空白”處解讀“癥候”。第四部分,筆者對典型的教學案例作了分析研究,充分肯定了“癥候閱讀法”的作用,并進行了積極的反思�！鞍Y候閱讀法”并不適用于所有的文本,對教師和學生的綜合能力提出具體要求:尊重文本,鼓勵學生創(chuàng)新解讀;掌握學情,注意學生的個體差異;立足教學,提高教師能力;打破常規(guī),引導學生全面發(fā)展。由此,綜述了“癥候閱讀法”的利與弊,為語文閱讀教學的開展提供了多種可能。
[Abstract]:Since 1904, Chinese has been set up independently because of the different orientation of teaching objectives. The development of Chinese reading teaching has been accompanied by large and small problems. The author summarizes the problems in Chinese reading teaching under the background of the new curriculum standard, in order to carry out more favorable teaching activities. To explore the "syndrome reading method" and Chinese reading teaching points of convergence, to provide some reference for front-line teachers in the Chinese classroom. This paper uses the literature research method, descriptive research method, case analysis method in the research method. On the basis of full understanding of previous studies, combined with specific teaching cases, this paper analyzes and explains the application of "symptom reading method", and puts forward some suggestions for its use. The main content of this study is divided into four parts: part -, summarize the relevant situation of "syndrome reading method", mainly include the connotation and source of "syndrome reading method". Theoretical basis and value, it can not only grasp the key, cause students to think, but also to achieve innovative interpretation, activate students' thinking, but also active classroom teaching atmosphere, improve classroom teaching efficiency. In this way, readers can have a preliminary impression of "symptomatic reading method". The second part introduces the orientation of Chinese reading teaching goal under the background of the new curriculum is to give full play to the students' initiative. Attach importance to the students' unique feelings and experiences, clarify the position and role of the teachers, and summarize the existence of "distorted text" in the teaching of Chinese reading under this background, with too much emphasis on individuation; Free text, pay too much attention to expansion, transfer; Analyze the text, pay too much attention to the teaching model ", and analyze the main causes of these problems are the utilitarianism of the teaching orientation, the formalization of the new curriculum concept and the one-sided interpretation of the teachers." the third part. This paper explains in detail the methods of using the syndromes reading method into the mind of the author and the characters in the text, and explains in detail the method of finding the symptoms in the syndrome reading method. They are looking for symptoms from the "silence" of the works, finding "symptoms" from the "paradoxes" of the works and interpreting "symptoms" from the "blank" of the works. Part 4th. The author makes an analysis of typical teaching cases, fully affirms the function of "syndrome reading method", and makes a positive reflection. "symptom reading method" is not applicable to all texts. Specific requirements are put forward to teachers and students' comprehensive ability: respecting the text and encouraging students to interpret it innovatively; Grasp the learning situation and pay attention to the individual differences of the students; Based on teaching, improve teachers' ability; This paper summarizes the advantages and disadvantages of the symptomatic reading method and provides many possibilities for the development of Chinese reading teaching.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.33

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