本文選題：高中語文 + 文本細讀　； 參考：《河北師范大學(xué)》2016年碩士論文

【摘要】：新課改之后的語文閱讀課似乎誓要扭轉(zhuǎn)對文本僵化解讀、一元解讀的局面,好像不讀出和前人不一樣的東西就是粗讀、疏讀,以至于矯枉過正,出現(xiàn)了脫離文本的、求新求怪的、無語文味的語文閱讀課。人們呼喚真正行之有效的方法進入課堂,指導(dǎo)學(xué)生深度閱讀,充分發(fā)掘文本價值。在這樣的背景下,文本細讀法在閱讀教學(xué)中的價值得到了人們的重視,越來越多的教師開始著力培養(yǎng)學(xué)生的文本細讀能力。但培養(yǎng)的過程中存在許多誤區(qū),教師教得混亂,學(xué)生學(xué)得糊涂,文本細讀法未能很好地在課堂教學(xué)中推行。本文試圖通過梳理中外“文本細讀”的研究成果,界定課程教學(xué)語境下的“文本細讀”與起源于英美新批評的“文本細讀”的不同,將研究范圍限定在“課程教學(xué)語境”下,研究如何讓學(xué)生獨立運用掌握到的文本細讀方法,充分挖掘文本意義,最終實現(xiàn)細讀能力的提高。論文共五章。緒論部分先闡明本論文研究的緣起和選題的意義,繼而綜述國內(nèi)外有關(guān)“文本細讀”研究的成果,為的是界定課程教學(xué)語境下的“文本細讀”與英美新批評派提出的“文本細讀”的異同,將本論文的研究范圍限定在“課程教學(xué)語境”內(nèi)。第一章分析目前對高中生文本細讀能力培養(yǎng)的現(xiàn)狀及對教師的要求。第二章明確詩歌、小說、散文、戲劇四種不同體裁文本的細讀側(cè)重點。第三章論述細讀文本的具體辦法,即玩味語言、分析修辭、挖掘語境。第四章論述培養(yǎng)學(xué)生文本細讀能力的課堂落實步驟,即強調(diào)預(yù)習(xí)、重視誦讀、問題激趣、課外延伸四步。第五章論述對學(xué)生文本細讀能力培養(yǎng)的效果評價,包括習(xí)題訓(xùn)練、舉辦讀書匯報會、對學(xué)生批注的關(guān)注和反饋三種措施。希望本論文的研究成果能給教師的“教”和學(xué)生的“學(xué)”以啟發(fā),為高中生文本細讀能力的提高提供幫助。
[Abstract]:After the new curriculum reform, the Chinese reading class seems to have vowed to reverse the rigid interpretation of the text. It seems that the situation of the monistic interpretation does not seem to be different from that of the predecessors, that is, rough reading, sparse reading, and even overcorrection, resulting in the emergence of deviations from the text. Looking for new and strange, no taste of Chinese reading class. People call for real effective methods to enter the classroom, guide students to read in depth, and fully explore the value of the text. In this context, the value of the text reading method in reading teaching has been paid more and more attention, and more and more teachers begin to cultivate the students' reading ability. However, there are many misunderstandings in the process of cultivation, teachers teach in confusion, students learn confused, and the text reading method is not well carried out in classroom teaching. By combing the research results of Chinese and foreign "text reading", this paper tries to define the difference between "text intensive reading" in the context of curriculum teaching and "text intensive reading" originated from the new criticism of the United States and the United States, and limit the scope of the study to "curriculum teaching context". This paper studies how to make students use the method of text reading independently, fully excavate the meaning of text, and finally realize the improvement of reading ability. The thesis consists of five chapters. The preface first clarifies the origin of the research and the significance of the topic, and then summarizes the domestic and foreign research results of "text reading". In order to define the similarities and differences between the "text detailed reading" in the context of curriculum teaching and the "text detailed reading" put forward by the New criticism School in Britain and America, the research scope of this thesis is limited to "curriculum teaching context". The first chapter analyzes the current situation of text reading ability cultivation of senior high school students and the requirements of teachers. The second chapter clarifies the emphasis of detailed reading of four different genres: poetry, novel, prose and drama. The third chapter discusses the specific methods of reading the text, that is, playful language, rhetorical analysis, mining context. The fourth chapter discusses the classroom implementation steps to cultivate the students' text reading ability, that is, emphasizing preview, paying attention to reading aloud, arousing interest with questions and extending four steps after class. The fifth chapter discusses the effect evaluation of students' ability to read carefully, including exercises training, reading briefing sessions, attention to students' annotations and feedback. It is hoped that the research results of this paper can enlighten teachers and students and help them to improve their reading ability.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.3

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