發(fā)布時(shí)間：2018-05-01 07:09

  本文選題：變易理論 + 初中文言文��； 參考：《閩南師范大學(xué)》2017年碩士論文

【摘要】：變易理論在初中文言文文意理解中的運(yùn)用是一個(gè)新的話題。變易理論作為課堂學(xué)習(xí)研究的基礎(chǔ)理論,它關(guān)注學(xué)習(xí)的內(nèi)容,聚焦學(xué)生的學(xué)習(xí),更好平衡了教師的“教”與學(xué)生的“學(xué)”。當(dāng)今,不少學(xué)生不愛(ài)讀文言文,學(xué)習(xí)文言文普遍存在應(yīng)試心理,對(duì)文言文文意“抽骨棄肉”的學(xué)習(xí)方式,以致讀不懂文意,不能準(zhǔn)確把握文意。本文立足于文言文的教學(xué)實(shí)際,將變易理論運(yùn)用到文言文文意理解的學(xué)習(xí)中,研究文言文的學(xué)習(xí)內(nèi)容,其中涉及到文言文基礎(chǔ)字詞的辨析、特殊句式的句意理解等內(nèi)容,關(guān)注學(xué)生對(duì)文意理解的不同層次和閱讀取向,運(yùn)用變易圖式帶出的四種學(xué)習(xí)功能(對(duì)照、區(qū)分、類(lèi)合和融合),讓學(xué)生在學(xué)習(xí)文言文的過(guò)程中審辨到文意理解的關(guān)鍵特征。變易理論是一套理論與實(shí)踐相結(jié)合的理論。因此,基于變易理論三個(gè)不同層面的變易,需關(guān)注學(xué)生對(duì)學(xué)習(xí)內(nèi)容的變易,讓變易理論貫穿到文言文的教學(xué)實(shí)踐中,完善教學(xué)設(shè)計(jì),在課堂學(xué)習(xí)上提高學(xué)生對(duì)文意的深層理解。在實(shí)踐研究過(guò)程中,筆者嘗試以“變易”作為指導(dǎo)教學(xué)設(shè)計(jì)的工具運(yùn)用到文言文教學(xué)實(shí)踐中,并展示該案例的實(shí)施和案例反思。
[Abstract]:The application of the theory of variation in the understanding of classical Chinese in junior high school is a new topic. As the basic theory of classroom learning research, the theory of variability pays attention to the content of learning, focuses on students' learning, and balances teachers' teaching with students' learning better. Nowadays, many students do not like to read classical Chinese, and generally have examination-oriented psychology in learning classical Chinese. Based on the teaching practice of classical Chinese, this paper applies the theory of variation to the study of the understanding of classical Chinese, and studies the learning content of classical Chinese, which involves the discrimination of the basic words of classical Chinese, the understanding of sentence meaning of special sentence pattern, and so on. Paying attention to the different levels and reading orientations of students' understanding of literary meaning, applying the four learning functions (contrast, differentiation, classification and fusion) brought out by variable schemata, students can identify the key features of literary meaning understanding in the process of learning classical Chinese. The theory of variability is a combination of theory and practice. Therefore, based on the change of three different levels of the theory of variation, we should pay attention to the change of students' learning content, let the theory of variation run through the teaching practice of classical Chinese, perfect the teaching design, and improve the students' deep understanding of literary meaning in the classroom study. In the process of practical research, the author tries to use "change" as a tool to guide teaching design in classical Chinese teaching practice, and shows the implementation of the case and case reflection.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.3

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