本文選題：文本細(xì)讀 + 高中小說(shuō)教學(xué)�。� 參考：《湖南師范大學(xué)》2016年碩士論文

【摘要】：近年來(lái),語(yǔ)文教育研究界針對(duì)“何為語(yǔ)文”“語(yǔ)文課應(yīng)當(dāng)教什么”“如何教”“學(xué)生應(yīng)當(dāng)學(xué)什么”“如何學(xué)”等問(wèn)題爭(zhēng)論不休,提倡讓語(yǔ)文課充滿“語(yǔ)文味”,讓語(yǔ)文課回歸本色,避免模糊了與其他課程的學(xué)科界限,凸顯文學(xué)審美屬性,拒絕表面的喧鬧活躍。高中小說(shuō)在整個(gè)高中語(yǔ)文教學(xué)體系中占有重要地位,但目前的高中小說(shuō)教學(xué)存在著教學(xué)內(nèi)容陳舊、解讀偏離文本、教學(xué)模式化、內(nèi)容分析粗淺化等現(xiàn)象,造成學(xué)生學(xué)習(xí)小說(shuō)興趣索然,學(xué)習(xí)效果不盡人意。本論文就以上現(xiàn)象進(jìn)行了研究和探索,針對(duì)學(xué)術(shù)界偏向教法研究的傾向,從小說(shuō)教學(xué)內(nèi)容上入手,以課程標(biāo)準(zhǔn)、課程內(nèi)容、教材內(nèi)容為尺度,通過(guò)文本細(xì)讀理論以語(yǔ)義學(xué)、語(yǔ)用學(xué)、敘事學(xué)為基礎(chǔ)建構(gòu)高中小說(shuō)教學(xué)內(nèi)容,并提出具體建構(gòu)的策略,希望有助于高中語(yǔ)文小說(shuō)教學(xué)內(nèi)容的豐富和深化。筆者在總結(jié)實(shí)習(xí)經(jīng)驗(yàn)的基礎(chǔ)上,涉獵和研讀了大量關(guān)于文本細(xì)讀的理論文獻(xiàn),提出了建構(gòu)高中語(yǔ)文小說(shuō)教學(xué)內(nèi)容有初步的思路和想法,主要內(nèi)容是:(一)首先介紹了問(wèn)題的提出、文獻(xiàn)綜述和研究方法等問(wèn)題。(二)對(duì)高中小說(shuō)教學(xué)內(nèi)容的現(xiàn)狀、出現(xiàn)的原因進(jìn)行考察,并提出小說(shuō)教學(xué)內(nèi)容建構(gòu)的依據(jù)。(三)詳細(xì)論述文本細(xì)讀理論,包括其理論溯源以及思想內(nèi)涵,并通過(guò)調(diào)查問(wèn)卷的方式,分析文本細(xì)讀在高中小說(shuō)教學(xué)中的應(yīng)用情況,提出運(yùn)用文本細(xì)讀建構(gòu)高中小說(shuō)教學(xué)內(nèi)容的必要性。(四)針對(duì)問(wèn)卷中出現(xiàn)的問(wèn)題,以及現(xiàn)實(shí)小說(shuō)教學(xué)中存在的問(wèn)題,提出應(yīng)用文本細(xì)讀建構(gòu)高中小說(shuō)教學(xué)內(nèi)容的具體策略。包括以語(yǔ)義學(xué)為基礎(chǔ),引導(dǎo)關(guān)注語(yǔ)言細(xì)節(jié);以現(xiàn)代敘事學(xué)為基礎(chǔ),適當(dāng)引入相關(guān)知識(shí)細(xì)讀小說(shuō)敘事技巧;以小說(shuō)特征為基礎(chǔ),進(jìn)行有重點(diǎn)、有特征的細(xì)讀。并對(duì)人教版高中必修教材中出現(xiàn)的篇目進(jìn)行實(shí)例舉隅。綜上所述,本論文在對(duì)文本細(xì)讀與高中小說(shuō)教學(xué)內(nèi)容做深入研究和探討的基礎(chǔ)上,對(duì)小說(shuō)文本哪里需要細(xì)讀,高中小說(shuō)應(yīng)該怎樣細(xì)讀作了較為明確的闡述,并將文本細(xì)讀理論和現(xiàn)代敘事學(xué)理論相結(jié)合運(yùn)用到小說(shuō)教學(xué)中,希望能深化并豐富小說(shuō)教學(xué)內(nèi)容,提高小說(shuō)教學(xué)效果,為小說(shuō)教學(xué)的革新提供參考和建議。
[Abstract]:In recent years, the research circle of Chinese education has argued endlessly about "what is Chinese" and "how to teach", "how to learn" and "how to learn". Let the Chinese course return to its original form, avoid blurring the subject boundary with other courses, highlight the aesthetic attribute of literature, and reject the superficial noise and activity. High school novels play an important role in the whole high school Chinese teaching system, but there are some phenomena in the current teaching of high school novels, such as the obsolete teaching contents, the interpretation of deviations from the text, the pattern of teaching, the superficial analysis of contents, and so on. As a result, students' interest in learning novels is dismal and the learning effect is unsatisfactory. This paper has carried on the research and the exploration to the above phenomenon, in view of the academic circles tendency which inclines to the teaching method research, starts from the novel teaching content, takes the curriculum standard, the curriculum content, the textbook content as the yardstick, through the text careful reading theory uses the semantics. Based on pragmatics and narratology, the author constructs the teaching contents of high school novels and puts forward concrete strategies to construct them, in the hope of enriching and deepening the teaching contents of Chinese novels in senior high schools. On the basis of summing up the practical experience, the author dabbles in and studies a large number of theoretical documents on the detailed reading of texts, and puts forward some preliminary ideas and ideas for constructing the teaching contents of Chinese novels in senior high schools. The main contents are as follows: (1) introduction of the problem, literature review and research methods. (2) to investigate the present situation and reasons of the teaching contents of novels in senior high school, and to put forward the basis of constructing the teaching contents of novels. (3) discussing the theory of text reading in detail, including its theoretical origin and ideological connotation, and analyzing the application of text reading in the teaching of high school novels by questionnaire. This paper puts forward the necessity of constructing the teaching content of high school novels by using text reading carefully. (4) aiming at the problems in the questionnaire and the problems existing in the teaching of realistic novels, this paper puts forward some concrete strategies for constructing the teaching contents of high school novels by using the text reading carefully. Including semantics as the basis to guide attention to language details; modern narratology as the basis, appropriate introduction of relevant knowledge of the novel narrative skills; on the basis of novel characteristics, to focus on the characteristics of the detailed reading. And the teaching version of high school compulsory teaching materials appear in the examples of examples. To sum up, on the basis of the in-depth study and discussion of the text and the teaching content of the high school novel, this paper makes a clear exposition of where the novel text needs to be read and how the high school novel should be read carefully. It is hoped that the combination of text reading theory and modern narratology theory can deepen and enrich the content of novel teaching, improve the teaching effect of novel, and provide reference and suggestions for the innovation of novel teaching.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.3

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