本文選題：高中語(yǔ)文 + 思辨性閱讀　； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：思辨作為一個(gè)哲學(xué)術(shù)語(yǔ)引入到高中語(yǔ)文閱讀教學(xué)中是基于當(dāng)前閱讀教學(xué)現(xiàn)狀進(jìn)行的一次積極探索,主張?jiān)诟咧姓Z(yǔ)文課堂上開(kāi)展思辨性閱讀教學(xué)以期突破應(yīng)試的禁錮,真正發(fā)揮高中語(yǔ)文塑造理性人格、發(fā)展核心思維的作用。根據(jù)新課程改革的發(fā)展理念和當(dāng)今世界對(duì)學(xué)生閱讀核心素養(yǎng)的發(fā)展要求,本文認(rèn)為思辨性閱讀教學(xué)主要指向?qū)W生的閱讀理解和評(píng)價(jià)能力,是感性體悟和理性分析的統(tǒng)一。思辨性閱讀不僅需要學(xué)生從文本的角度去解讀文本傳達(dá)的主要內(nèi)容和思想意蘊(yùn),而且需要學(xué)生從自身的角度去理性分析和評(píng)價(jià),形成自己的主要觀點(diǎn),同時(shí)透過(guò)文本來(lái)反思自身。鑒于目前高中語(yǔ)文思辨性閱讀教學(xué)正處于研究開(kāi)發(fā)階段,現(xiàn)有的研究尚少,缺乏系統(tǒng)的理論論證,有很大的研究空間。所以本文在科學(xué)教育理論的指導(dǎo)下,從理論構(gòu)建和實(shí)踐策略?xún)蓚�(gè)方面入手,致力于形成一個(gè)關(guān)于高中語(yǔ)文思辨性閱讀教學(xué)策略的系統(tǒng)研究,讓人們對(duì)高中語(yǔ)文思辨性閱讀教學(xué)有一個(gè)全面而深刻的認(rèn)識(shí)。思辨性閱讀教學(xué)并不是無(wú)中生有,而是以西方的思辨哲學(xué)、自然主義教育思想、認(rèn)知心理學(xué)和中國(guó)葉圣陶、陶行知的教學(xué)思想為理論支撐,開(kāi)拓學(xué)生思維發(fā)展的廣闊空間。本文主要分為五個(gè)部分:首先,本文將在緒論部分重點(diǎn)論述研究的緣起和問(wèn)題的提出,對(duì)國(guó)內(nèi)外的相關(guān)經(jīng)驗(yàn)進(jìn)行綜述分析,從整體上分析高中語(yǔ)文思辨性閱讀教學(xué)的現(xiàn)況。針對(duì)當(dāng)前理論研究的匱乏,本文希望從概念界定和理論建構(gòu)方面明確思辨性閱讀的內(nèi)涵,從它本身所具有的價(jià)值來(lái)論證在高中開(kāi)展思辨性閱讀教學(xué)的必要性,最后明確思辨性閱讀到底指向培養(yǎng)學(xué)生的哪些能力,為教師“撥云見(jiàn)日”看見(jiàn)思辨性閱讀教學(xué)的內(nèi)核,在此基礎(chǔ)上提出具有可行性的教學(xué)實(shí)施策略。其次,從詞源和歷史上追溯中西關(guān)于“思辨”的含義,認(rèn)為思辨性閱讀是閱讀主體出于自己的興趣或疑問(wèn)對(duì)文本進(jìn)行獨(dú)立的解讀和評(píng)價(jià),是閱讀主體理性思辨和感悟人生的統(tǒng)一過(guò)程,具有反思性、延展性和學(xué)術(shù)性的特點(diǎn)。由此理解思辨性閱讀教學(xué)的內(nèi)涵,同時(shí)分析在高中階段開(kāi)展語(yǔ)文思辨性閱讀教學(xué)的理論依據(jù),完善關(guān)于高中語(yǔ)文思辨性閱讀教學(xué)的理論架構(gòu)。再次,從高中語(yǔ)文思辨性閱讀教學(xué)的價(jià)值意義的角度論述了高中語(yǔ)文思辨性閱讀教學(xué)對(duì)學(xué)生個(gè)體發(fā)展的養(yǎng)成價(jià)值,對(duì)教師專(zhuān)業(yè)成長(zhǎng)的推動(dòng)價(jià)值,對(duì)高中語(yǔ)文閱讀教學(xué)改革的革新意義,是一條十分值得去嘗試的新道路。然后,探討高中語(yǔ)文思辨性閱讀教學(xué)的能力指向,主要從新課標(biāo)對(duì)閱讀能力培養(yǎng)的要求和高中階段學(xué)生思維發(fā)展特點(diǎn)的要求兩方面論述了高中語(yǔ)文思辨性閱讀教學(xué)的能力指向的依據(jù)。在高中語(yǔ)文思辨性閱讀教學(xué)的文本結(jié)構(gòu)層次和思辨能力的構(gòu)成模型的基礎(chǔ)上提出了高中語(yǔ)文思辨性閱讀能力三個(gè)構(gòu)成因素,即元思辨性閱讀能力、思辨性閱讀認(rèn)知能力和思辨性閱讀情感因素。最后,重點(diǎn)論述高中語(yǔ)文思辨性閱讀教學(xué)的實(shí)施策略,這也是本文的核心。本章在前三章的基礎(chǔ)上,以經(jīng)典文本為依靠從三個(gè)方面提出了具體教學(xué)實(shí)施策略:基于思辨性閱讀特點(diǎn)的教學(xué)實(shí)施策略,基于思辨性閱讀能力指向的培養(yǎng)策略,基于思辨性閱讀教學(xué)內(nèi)容的開(kāi)發(fā)策略。要求教師從自身和學(xué)生實(shí)際入手,結(jié)合課內(nèi)外的經(jīng)典文本,訓(xùn)練學(xué)生的思辨性閱讀能力。同時(shí)本文將在具體的實(shí)施策略中提供相應(yīng)的教學(xué)案例,以求更好地闡釋在高中語(yǔ)文課堂中如何有效開(kāi)展思辨性閱讀教學(xué)。
[Abstract]:Thinking as a philosophical term into high school Chinese reading teaching is a positive exploration based on the current situation of reading teaching. It advocates that we should carry out speculative reading teaching in high school Chinese classroom so as to break through the confinement of the exam, and truly play the role of developing the core thinking in high school language and developing the core thinking. The concept of the development of the reform and the demand for the development of students' reading core literacy in the present world. This article holds that speculative reading teaching mainly points to the reading comprehension and evaluation ability of the students. It is the unity of perceptual knowledge and rational analysis. Speculative reading requires not only the students to read the main contents and ideas of text transmission from the corner of the text. It is also necessary for students to analyze and evaluate rationally from their own point of view, to form their own main views and to reflect on themselves through text. In view of the current research and development stage of the teaching of speculative reading in senior high school, there are few existing research, lack of systematic theory and argumentation, and a lot of research space. So this article is in Science Under the guidance of educational theory, starting with two aspects of theoretical construction and practical strategy, a systematic study of the teaching strategies of speculative reading in high school Chinese is devoted to a comprehensive and profound understanding of the teaching of speculative reading in senior high school. This article is divided into five parts: first, this article will focus on the origin and problems of the study, and summarize the related experiences at home and abroad, and make a summary of the related experiences at home and abroad. Analyze the present situation of speculative reading teaching in high school Chinese from the whole. In view of the lack of current theoretical research, this article hopes to clear the connotation of speculative reading from the concept definition and theoretical construction, and demonstrate the necessity of carrying out speculative reading teaching in high school from its own value, and finally clear the speculative reading in the end. On the basis of the ability of cultivating students to see the core of speculative reading teaching for teachers, the author proposes a feasible teaching strategy on this basis. Secondly, it traces the meaning of "speculative" from the etymology and history, and thinks that speculative reading is the subject of the reading subject out of their own interests or questions. An independent reading and evaluation is a unified process of rational thinking and understanding of life, with the characteristics of reflective, malleable and academic. Therefore, the connotation of speculative reading teaching is understood. At the same time, the theoretical basis of the teaching of Chinese speculative reading in high school is analyzed, and the speculative reading teaching in high school Chinese is perfected. Again, from the point of view of the value meaning of the high school Chinese speculative reading teaching, this paper expounds the value of the high school Chinese speculative reading teaching to the students' individual development, the value of the teacher's professional growth and the new meaning of the reform of the high school Chinese reading teaching, which is a new way to try. After that, we discuss the ability point of high school Chinese speculative reading teaching, mainly from the two aspects of the requirements of the new curriculum standard for reading ability and the characteristics of the high school students' thinking development, and discuss the basis of the ability to point out the teaching of speculative reading in high school Chinese. On the basis of the constitutive model of ability, this paper puts forward three components of high school Chinese speculative reading ability, namely, metaphysical reading ability, speculative reading cognitive ability and speculative reading emotion factor. Finally, it focuses on the implementation strategy of speculative reading teaching in senior high school. This is the core of this article. This chapter is the basis of the first three chapters. Based on the classical text, it puts forward specific teaching implementation strategies from three aspects: the teaching implementation strategy based on the characteristics of speculative reading, the training strategy based on the point of speculative reading ability, and the development strategy based on the content of speculative reading teaching, which requires teachers to start with the practice of self and students, and combine the classic texts inside and outside of the class. At the same time, this article will provide the corresponding teaching cases in the specific implementation strategy, in order to better explain how to effectively carry out speculative reading teaching in high school Chinese classroom.

【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(lèi)號(hào)】：G633.3

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