本文關鍵詞： 高中語文 整體性 閱讀教學　出處：《廣西師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：閱讀是一項可以幫助學生認識世界感受世界的審美活動,對于學生的口語交際能力、寫作能力等的提升都具有重要的作用。閱讀教學是語文教學的重要組成部分,在語文教學中處于核心地位,解決著最基礎也是最深刻的問題,承擔著最重大也是最核心的任務,一定程度上決定著語文教學的質(zhì)量。高中語文閱讀與鑒賞的課程目標是發(fā)展獨立的閱讀能力,從整體上把握文本內(nèi)容,理清思路,概括要點,理解文本所表達的思想、觀點和感情。課程的基本理念是全面提高學生的語文素養(yǎng),充分發(fā)揮語文課程的育人功能。高中語文閱讀教學的目標和基本理念能否真正得到實現(xiàn)在很大程度上取決于教學觀念與方式的優(yōu)劣。而整體性閱讀教學提倡樹立整體意識、整體觀念,主張從整體中開始到整體中結束,不僅強調(diào)單篇閱讀教學的整體性也關注整冊教材這一大結構下的整體性,更重視學生整體素養(yǎng)的培養(yǎng),因此是實現(xiàn)高中語文閱讀教學目標和課程理念的重要路徑之一。本文以整體性閱讀教學為研究對象,以格式塔心理學、建構主義心理學為指導思想,以增強語文閱讀教學效果、提高學生閱讀能力、養(yǎng)成良好的閱讀習慣、培養(yǎng)綜合整體素養(yǎng)為目標,以文獻分析法和案例探究法為方法,吸收借鑒了前人對整體感知、整體性閱讀教學策略、三維目標的實現(xiàn)等理論,探究了整體性閱讀概念,在整體性環(huán)境下的縱向閱讀教學觀、一線語文課堂中存在的非整體性閱讀教學現(xiàn)象以及整體性閱讀教學的策略。本文分為五個部分。第一部分是緒論,首先闡述了閱讀與閱讀教學的重要性,語文閱讀課堂的現(xiàn)狀。其次在總結前人文獻資料的基礎上歸納出了研究成果的三條指向,分別是整體概念的理解、整體范圍的涉及和整體觀念的實施。最后,分析了本文研究的意義以及主要創(chuàng)新點。第二部分是整體性閱讀的概述,分為兩個部分。分別是整體性閱讀的概念和整體性閱讀教學的心理學依據(jù),包括格式塔心理學中的整體論思想和建構主義中的主張主動建構認識世界,鼓勵學生的個性化閱讀體驗。第三部分是整體性閱讀教學觀。一共五個小節(jié)。第一節(jié)是閱讀文本的整體性解讀。主要包括整體感知、局部分析和整體把握三個方面。就如張志公先生所說的理解的全過程就是從整體到局部再到整體這么走一回。第二節(jié)是教學目標的整體性實現(xiàn)。主要論述了閱讀教學應實現(xiàn)知識與能力、過程與方法、情感態(tài)度與價值觀三維目標的融匯整合,三者缺一不可。第三節(jié)是教學設計的整體性安排。主要強調(diào)教學目標、教學內(nèi)容和教學流程的整體性設計。第四節(jié)是語文素養(yǎng)的整體性培養(yǎng)。包括對學生群體的整體性關照和對學生個體的整體性培養(yǎng)兩個方面。提出了在閱讀教學中,不僅要目中有人,關注所有學生的發(fā)展還要關注每一位學生在所有語文素養(yǎng)方面上的發(fā)展。第五節(jié)是整體性閱讀教學對教師的要求。包括樹立整體意識、提高自身素養(yǎng)和注重教學反思。第四部分是非整體性閱讀現(xiàn)象的掃描。主要論述了當今語文閱讀教學中存在的一些問題,如人文性與工具性的脫離,文體特征的脫離以及教學內(nèi)容的非整體性。第五部分是整體性閱讀教學實施策略。有針對性地提出了三條教學策略,分別是把握工具性與人文性的統(tǒng)一、引導學生根據(jù)不同文體特征整體感知課文和整合教學內(nèi)容形成閱讀知識的整體性。
[Abstract]:Reading is a can help students to understand the world and feel the world's aesthetic activities for the students' oral communicative competence plays an important role in writing ability improved. Reading teaching is an important part of language teaching, is the core of language teaching, to solve the most basic and most profound problems, bear the most important is the core task, to a certain extent determines the quality of the Chinese teaching of high school Chinese reading and appreciation. The goal of the course is to develop independent reading ability, overall grasp of the text content, clarify ideas, summarize the main points, to understand the text to express ideas, opinions and feelings. The basic idea is to improve the curriculum the Chinese accomplishment of the students, give full play to the educational function of Chinese curriculum. The goal and the basic concept of teaching can really be achieved depends largely on the high school Chinese Reading The teaching idea and the way of reading teaching and the overall quality. To promote a sense of the whole, the overall concept, advocated from the whole to the whole in the end, not only emphasizes the integrity of the individual reading teaching is also concerned about the integrity of the structure of the whole book teaching materials, attach more importance to cultivating students' overall quality, so it is one of the an important path to the teaching goal and curriculum of Chinese reading in high school. In this paper, the overall reading teaching as the research object, the Gestalt psychology, constructivism psychology as the guiding ideology, to enhance the effectiveness of teaching Chinese reading, improve reading ability of students, to develop good reading habits, to cultivate the comprehensive overall quality as the goal, to explore the literature analysis method method and case study method, drawing on the previous overall perception of teaching strategies, overall reading, three-dimensional realization of the goal of theory, explores the whole concept of reading, The longitudinal reading teaching in the whole environment under the concept of a Chinese class in the non existence of overall reading teaching phenomenon and the whole teaching of reading strategies. This paper is divided into five parts. The first part is the introduction, first elaborated the importance of reading and reading teaching, the present situation of Chinese Reading Teaching. Secondly, based on summing up the previous literature on the sum of three points to the research results, namely the overall understanding of the concept, the implementation of the overall range involved and the overall concept. Finally, this paper analyzes the significance of the research and main innovative points. The second part is an overview of reading, is divided into two parts. One is the psychology based on the concept and the overall integrity of reading teaching, including the theory of Gestalt psychology and the thoughts of Constructivism advocates actively construct personalized understanding of the world, to encourage students to read Reading experience. The third part is the overall view of reading and teaching. A total of five sections. The first section is the overall interpretation of reading text. Mainly including the overall perception, local analysis and overall grasp three aspects. As the whole process of Zhang Zhi said understanding is from the whole to the local to the whole way a back. The second section is the overall teaching goal. This paper mainly discusses the reading teaching knowledge and ability, process and method, integration of emotional attitudes and values of the 3D object, the three indispensable. The third section is the overall arrangement of the teaching design. The main emphasis is the teaching goal, teaching content and overall design the teaching process. The fourth section is the whole Chinese literacy training. Including the students overall care and integrity of the individual culture two aspects. Put forward in the teaching of reading, not only to. Some people, concerned about the development of all the students should pay attention to every student in all aspects of the development of Chinese accomplishment. The fifth section is the requirement for teachers' overall reading teaching. Including establish the overall awareness, improve their quality and pay attention to teaching reflection. The fourth part is the non holistic reading phenomenon mainly discusses some problems of scanning. The problems in teaching Chinese reading, such as humanism and instrumental from non entirety stylistic features from the teaching content and teaching strategies. The fifth part is the overall reading. It puts forward three teaching strategies, which is to grasp the unity of tool and humanity, to guide the students according to the different stylistic features of the overall perception text and the conformity of teaching contents form reading the entirety of knowledge.

【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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