本文選題：《朝花夕拾》 + 生命體驗(yàn)�。� 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：魯迅的回憶性散文集《朝花夕拾》,因其文質(zhì)兼美、興趣盎然,氤氳著溫馨的回憶與理性的批判的顯著特點(diǎn)備受語(yǔ)文教材編選者推崇,其中的《阿長(zhǎng)與山海經(jīng)》《從百草園到三味書屋》《藤野先生》多次進(jìn)入各個(gè)版本的中學(xué)語(yǔ)文教材,是現(xiàn)行人教版初中語(yǔ)文教材中的常規(guī)篇目。在新課改的浪潮下,《朝花夕拾》已經(jīng)成為教育部推薦的中學(xué)生必讀書目之一,所以有必要結(jié)合當(dāng)今教學(xué)狀況綜合《朝花夕拾》探討其單篇教學(xué)策略。通過(guò)從知網(wǎng)收集到的25篇關(guān)于《阿長(zhǎng)與山海經(jīng)》《從百草園到三味書屋》《藤野先生》的教學(xué)課例來(lái)看,我們發(fā)現(xiàn)魯迅這幾篇散文在教學(xué)過(guò)程中存在著人物形象品析未能到位、寫作手法講解比重過(guò)大和主題思想解讀存在偏差等教學(xué)問(wèn)題,究其主要原因是由于教師對(duì)魯迅創(chuàng)作時(shí)的生命體驗(yàn)和凝結(jié)于作品中魯迅的生命體驗(yàn)的體認(rèn)不足。《朝花夕拾》其本身是魯迅關(guān)于自我生命的時(shí)間性體驗(yàn)的一部作品,包含了他對(duì)于故鄉(xiāng)、親情及個(gè)人成長(zhǎng)等的體驗(yàn),所以在對(duì)其中單篇教學(xué)時(shí)應(yīng)該結(jié)合整本《朝花夕拾》將作者的生命體驗(yàn)放進(jìn)去考慮。據(jù)此,本文試圖將作家的生命體驗(yàn)與《朝花夕拾》的課堂教學(xué)策略相結(jié)合,根據(jù)作家在《朝花夕拾》中對(duì)故鄉(xiāng)、親情和成長(zhǎng)等的生命體驗(yàn),大膽提出在《朝花夕拾》單篇教學(xué)時(shí)的三大教學(xué)改進(jìn)策略:一、課前預(yù)習(xí)中有選擇地提供作家生命體驗(yàn)的背景性材料;二、課堂教學(xué)中有選擇地講授作家生命體驗(yàn)的論證性材料;三、課后習(xí)題布置時(shí)有選擇地呈現(xiàn)作家生命體驗(yàn)的對(duì)比性材料。
[Abstract]:Lu Xun's collection of reminiscent prose, "picking it up on the eve of the flower", is highly praised by the editors of Chinese textbooks because of its literary quality and beauty, its interest and its remarkable characteristics of warm recollection and rational criticism. Among them, "Ah Chang and Shan Hai Jing" < from Baicaoyuan to Sanwei Book House] > "Mr. Fujiano" has entered various versions of middle school Chinese teaching materials many times, which is the routine content in the current edition of junior middle school Chinese teaching materials. Under the tide of the new curriculum reform, "picking up at the beginning of the Spring Festival" has become one of the compulsory bibliography recommended by the Ministry of Education, so it is necessary to discuss its teaching strategy in combination with the present teaching situation. Through the teaching examples of 25 articles on "Ah Chang and Shan Hai Jing", "from Baicaoyuan to Sanwei Book House" and "Mr. Fujiano" collected from Zhiwang, we find that in the teaching process of Lu Xun's several essays, there is a lack of analysis of the characters' characters. Teaching problems such as overweight of writing techniques and interpretation of themes and ideas, The main reason is that teachers do not recognize the life experience of Lu Xun creation and the life experience condensed in the works of Lu Xun. It is a work of Lu Xun about the time experience of self life. It includes his experiences of hometown, family and personal growth, so the author's life experience should be taken into account in the teaching of one of them. Based on this, this paper attempts to combine the writer's life experience with the classroom teaching strategy of "picking it up", according to the writer's life experience of hometown, kinship and growth in the novel. Boldly put forward three teaching improvement strategies in the single teaching of "picking up the Spring Festival": first, provide the background materials of the writer's life experience selectively in the pre-class preview; second, In classroom teaching, the author's life experience is selectively taught in the argumentative material; third, the comparative material of the writer's life experience is presented selectively when the exercises are arranged after class.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3

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