本文選題：初中階段　切入點：體驗式閱讀　出處：《新疆師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：《義務(wù)教育語文課程標(biāo)準(zhǔn)(2011版)》提出在欣賞文學(xué)作品時,要“有自己的情感體驗”,并且“能說出自己的體驗”。由此可以看出,在初中文學(xué)類作品的閱讀教學(xué)中,體驗式閱讀教學(xué)成為主要的取向。體驗式閱讀教學(xué)是一種創(chuàng)新性的教學(xué)模式,它打破了傳統(tǒng)割裂式的課堂教學(xué),教師在教學(xué)過程中,珍視學(xué)生獨特的體驗與感受,強調(diào)以學(xué)生為主體,重視學(xué)生主觀能動性的發(fā)揮,讓學(xué)生在體驗中達(dá)到知、情、意的統(tǒng)一與升華。近年來,體驗式閱讀教學(xué)逐漸成為各國學(xué)者和一線教師研究的課題。本研究以體驗式學(xué)習(xí)理論和教學(xué)理論、新課程標(biāo)準(zhǔn)為研究基礎(chǔ),主要對初中階段體驗式小說閱讀的特征和教學(xué)要求以及實踐進(jìn)行了探索與研究。本研究在分析相關(guān)研究文獻(xiàn)的基礎(chǔ)上,對小說的幾種閱讀取向進(jìn)行了闡述,梳理了1902年—2011年近一百年的初中語文教學(xué)大綱,找出小說閱讀取向的變化軌跡,并且以魯迅的小說《故鄉(xiāng)》在百年教科書中的演變?yōu)槔M(jìn)行具體闡述,分析得出初中階段小說閱讀教學(xué)的主要取向為體驗,進(jìn)而引出體驗式閱讀教學(xué),運用案例分析法提煉了初中階段體驗式小說閱讀教學(xué)有內(nèi)隱性、情境性、開放性的特征,并且根據(jù)特征和對案例的分析提出了初中階段體驗式小說閱讀的教學(xué)要求,從介紹社會背景,初步進(jìn)入小說;創(chuàng)設(shè)教學(xué)情境,引導(dǎo)學(xué)生入境;誦讀品味細(xì)節(jié),進(jìn)行情感體驗;寫作遷移訓(xùn)練,深化情意擴展等方面提出了具體的教學(xué)要求和建議,最后做出三個初中階段體驗式小說閱讀的教學(xué)設(shè)計,給一線教師提供體驗式閱讀的教學(xué)參考。
[Abstract]:The Chinese Curriculum Standard for compulsory Education (2011 edition) suggests that when appreciating literary works, one should "have one's own emotional experience" and "be able to express one's own experience." from this, we can see that in the reading teaching of literary works in junior high schools, Experiential reading teaching is an innovative teaching mode, which breaks the traditional split classroom teaching. In the process of teaching, teachers cherish the students' unique experience and feelings. Emphasizing taking students as the main body, attaching importance to the students' subjective initiative, so that students can achieve the unity and sublimation of knowledge, emotion and meaning in their experiences. In recent years, Experiential reading teaching has gradually become a research topic for scholars and first-line teachers from all over the world. This study is based on experiential learning theory, teaching theory and new curriculum standards. This paper mainly explores and studies the characteristics, teaching requirements and practice of experiential novel reading in junior middle school. Based on the analysis of relevant research literature, this study expounds several reading orientations of the novel. This paper combs the syllabus of Chinese teaching in junior middle school from 1902 to 2011, finds out the changing track of reading orientation of novels, and takes the evolution of Lu Xun's novel hometown as an example. The author draws the conclusion that the main orientation of the novel reading teaching in junior middle school is experience, and then leads to the experiential reading teaching. By using the case analysis method, the author abstracts the characteristics of the experience novel reading teaching in junior middle school which are implicit, situational and open. And according to the characteristics and the analysis of the case, the teaching requirements of experiential novel reading in junior high school are put forward, from introducing the social background to the novel, creating the teaching situation, guiding the students to enter the country, reading out the details of taste, and carrying on the emotional experience; The author puts forward the specific teaching requirements and suggestions in writing transfer training and deepening the extension of emotion. Finally, the author makes the teaching design of three junior middle school stage experiential novel reading, and provides the first line teachers with the teaching reference of experiential reading.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.33

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本文編號：1632009