發(fā)布時(shí)間：2018-03-02 05:26

  本文關(guān)鍵詞： 高中語(yǔ)文 以學(xué)定教 閱讀教學(xué)　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：在高中語(yǔ)文教學(xué)中,閱讀教學(xué)承擔(dān)了培養(yǎng)中學(xué)生語(yǔ)文核心能力的大量任務(wù),如聽(tīng)、說(shuō)、讀、寫的能力,尋找信息點(diǎn)的能力,分析社會(huì)熱點(diǎn)的能力,繼承和發(fā)揚(yáng)中華傳統(tǒng)文化的能力,為人處事的能力,寧?kù)o致遠(yuǎn)的能力等。而這些能力的培養(yǎng),也正符合《普通高中語(yǔ)文課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》和語(yǔ)文教育目標(biāo)的要求。另外,從這幾年的語(yǔ)文高考試題來(lái)看,對(duì)于閱讀理解的考察也有加強(qiáng)的趨勢(shì)。所以閱讀教學(xué)在語(yǔ)文教學(xué)中的地位也就越來(lái)越重要,老師們對(duì)閱讀教學(xué)的探索和研究也就越來(lái)越深入。但目前,不少高中語(yǔ)文閱讀課堂教學(xué)還存在著“教”與“學(xué)”油水分離、學(xué)生課堂主體地位不明顯、閱讀文本選擇草率、閱讀教學(xué)標(biāo)準(zhǔn)不清、閱讀評(píng)價(jià)體系不科學(xué)、課堂操作策略適當(dāng)?shù)葐?wèn)題。為此,本文就如何上好一堂高中語(yǔ)文閱讀課做一些探索,以期找到“以學(xué)定教”閱讀教學(xué)的課堂操作策略。本文共分為五個(gè)部分。第一部分是緒論,主要是介紹高中語(yǔ)文“以學(xué)定教”閱讀教學(xué)研究的背景、目的、意義以及相關(guān)的文獻(xiàn)綜述。在研究綜述中,本文主要總結(jié)了前人兩個(gè)方面的研究,一是對(duì)學(xué)生主體地位的研究,一是對(duì)“以學(xué)定教”的研究。第二部分是“以學(xué)定教”的闡釋、“以學(xué)定教”閱讀教學(xué)的意義和“以學(xué)定教”的依據(jù)。在理論依據(jù)上,本文主要依據(jù)的是孔子的“因材施教”思想和建構(gòu)主義學(xué)習(xí)理論。這些概念和依據(jù)的闡釋主要是為下文的具體研究提供支撐。第三部分主要是對(duì)高中語(yǔ)文“以學(xué)定教”閱讀教學(xué)的現(xiàn)狀分析。分析現(xiàn)狀時(shí),本文主要從應(yīng)試壓力下閱讀教學(xué)的功利性、教師自身閱讀教學(xué)本領(lǐng)有待提高、學(xué)生閱讀時(shí)間不能保證和閱讀評(píng)價(jià)體系不科學(xué)四個(gè)方面進(jìn)行關(guān)注。現(xiàn)狀分析主要是為下文閱讀教學(xué)課堂操作策略探索提供基礎(chǔ),因?yàn)槿绻麤](méi)有這個(gè)基礎(chǔ)“以學(xué)定教”閱讀教學(xué)就沒(méi)有研究的意義。第四部分,主要探討高中語(yǔ)文“以學(xué)定教”閱讀教學(xué)的特征及其基本標(biāo)準(zhǔn)。該部分從閱讀教學(xué)目的的針對(duì)性、內(nèi)容的梯度性、計(jì)劃的長(zhǎng)期性、其要求符合認(rèn)知規(guī)律、與學(xué)生的生活體驗(yàn)的銜接性五個(gè)方面進(jìn)行闡述“以學(xué)定教”閱讀教學(xué)的特征。從“以學(xué)定教”閱讀教學(xué)對(duì)學(xué)生的人文關(guān)懷、促使學(xué)生生成閱讀期待、增強(qiáng)學(xué)生課堂閱讀教學(xué)的時(shí)效性、重振語(yǔ)文素質(zhì)教育四方面論述“以學(xué)定教”閱讀教學(xué)的基本標(biāo)準(zhǔn)。第五部分,根據(jù)以上的探索并結(jié)合自己的教學(xué)實(shí)踐試從教師主導(dǎo)課堂功夫下在課外、學(xué)生學(xué)會(huì)閱讀方法形成閱讀習(xí)慣、整合閱讀文本拓展閱讀形式三個(gè)方面提出自己對(duì)閱讀教學(xué)課堂操作策略上的思考和探索,并希望這些思考和探索能夠引起各位語(yǔ)文老師對(duì)該問(wèn)題的關(guān)注,同時(shí)也希望這些研究能夠?qū)ψ约汉推渌蠋煹拈喿x課堂教學(xué)起到積極地推動(dòng)作用。
[Abstract]:In high school Chinese teaching, reading teaching takes on a large number of tasks to cultivate middle school students' Chinese core competence, such as listening, speaking, reading, writing, finding information points, analyzing social hot spots. The ability to inherit and develop the traditional Chinese culture, the ability to do things with others, the ability to be quiet and distant, and so on. The cultivation of these abilities is also in line with the requirements of the Chinese Curriculum Standard (experiment) of the General Senior High School and the goal of Chinese education. Judging from the examination questions of the Chinese college entrance examination in recent years, there is also a tendency to strengthen the investigation of reading comprehension. Therefore, the position of reading teaching in Chinese teaching is becoming more and more important. Teachers' exploration and research on reading teaching is getting deeper and deeper. However, at present, there is still a separation between "teaching" and "learning" in Chinese reading classroom teaching in many senior high schools, students' main position in class is not obvious, and the choice of reading text is sloppy. The reading teaching standard is unclear, the reading evaluation system is not scientific, the classroom operation strategy is appropriate and so on. Therefore, this article makes some explorations on how to make a good Chinese reading class in senior high school. This paper is divided into five parts. The first part is the introduction, which mainly introduces the background and purpose of the study of reading teaching in senior high school. Significance and related literature review. In the research summary, this paper summarizes two aspects of the previous research, one is the study of the student's main position, The second part is the explanation of "teaching by learning", the meaning of reading teaching by learning and the basis of teaching by learning. This paper is mainly based on Confucius' theory of "teaching according to his aptitude" and constructivism learning theory. The explanation of these concepts and bases is mainly to provide the support for the specific research below. The third part is mainly about the study of Chinese in senior high school. Analysis of the present situation of Reading Teaching. This paper mainly focuses on the utilitarian teaching of reading under examination-oriented pressure, and the teachers' reading teaching skills need to be improved. Students' reading time can not be guaranteed and the reading evaluation system is not scientific to carry on the attention. The present situation analysis mainly provides the foundation for the following reading teaching classroom operation strategy exploration, Because without this foundation, there would be no significance in reading teaching by learning and teaching. Part 4th mainly discusses the characteristics and basic standards of reading teaching in senior high school. This part aims at the purpose of reading teaching. The gradient of the content, the long-term nature of the plan, its requirements conform to the cognitive law, This paper expounds the characteristics of reading teaching by learning and teaching from five aspects of cohesion with students' life experience. From the humanistic concern of reading teaching with learning and teaching, students are urged to generate reading expectation. To enhance the timeliness of students' reading teaching in class, to reinvigorate the four aspects of quality education in Chinese, and to discuss the basic standards of reading teaching from the perspective of learning and teaching. Part 5th, According to the above exploration and combined with their own teaching practice, students learn how to read and form reading habits after class. Integration of reading text expansion reading form three aspects of their own thinking and exploration of reading teaching classroom operation strategies, and hope that these thinking and exploration can arouse the attention of Chinese teachers on this issue, At the same time, it is hoped that these studies can positively promote the reading classroom teaching for themselves and other teachers.
【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】：2017
【分類號(hào)】：G633.33

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