本文選題：文言文 + 教學(xué)　； 參考：《延邊大學(xué)》2016年碩士論文

【摘要】：高一文言文閱讀教學(xué)處于初高中文言文教學(xué)的過渡階段, “階段性”特征明顯。高中階段的文言文學(xué)習(xí),在難度、深度和廣度上,相對初中階段都有了很大程度的提升。本文運(yùn)用文獻(xiàn)研究法、問卷調(diào)查法、課堂觀察法、訪談法,針對延邊二中高一文言文閱讀教學(xué)現(xiàn)狀展開調(diào)查,以文言文閱讀教學(xué)的課堂實(shí)錄、學(xué)情、教學(xué)效果為調(diào)查研究對象,探索其在高一文言文閱讀教學(xué)方面做出的具有借鑒性的努力,并針對在教學(xué)過程中存在的銜接問題探索解決策略,努力為高中后階段教學(xué)打下堅(jiān)實(shí)基礎(chǔ)�！镀胀ǜ咧姓Z文課程標(biāo)準(zhǔn)》、 《完善中華優(yōu)秀傳統(tǒng)教育指導(dǎo)綱要》是本文研究的政策基礎(chǔ),就理論基礎(chǔ)而言,本文主要基于學(xué)習(xí)遷移理論和建構(gòu)理論。本次針對文言文閱讀教學(xué)現(xiàn)狀的調(diào)查,選取的對象是延邊第二高級中學(xué)一年級的學(xué)生和數(shù)位語文教師。調(diào)查問卷《高一文言文閱讀教學(xué)調(diào)查問卷》(學(xué)生卷)以整體抽樣的樣式發(fā)放,對教師采用訪談的方式進(jìn)行資料的收集與整理。針對文言文閱讀教學(xué)現(xiàn)狀的調(diào)查,資料收集包括公開課、日常課的課堂實(shí)錄,調(diào)查問卷《高一文言文閱讀教學(xué)調(diào)查問卷》(學(xué)生卷)和教師訪談。延邊二中教師積極探索文言文教法學(xué)法,引導(dǎo)學(xué)生養(yǎng)成良好的文言文學(xué)習(xí)習(xí)慣,培養(yǎng)文言能力,在文言文教學(xué)上形成具有延二特色的文言文教學(xué)策略。主要表現(xiàn)為文言教學(xué)內(nèi)容扎實(shí),重視文言基礎(chǔ)知識教學(xué),注重“文”“言”教學(xué)統(tǒng)一；文言教學(xué)方法多樣,常采用多種教學(xué)方法：誦讀法、口譯法、情境法、互動探究法等；文言教學(xué)價值突出,注重從文言文學(xué)習(xí)的各個層面進(jìn)行文化的滲透,讓學(xué)生在學(xué)習(xí)的過程中不自覺得有了學(xué)習(xí)文化的規(guī)范化意識。據(jù)調(diào)查發(fā)現(xiàn),處于銜接階段的高一文言文教學(xué),在處理初升高過渡期有關(guān)學(xué)生的心理發(fā)展、知識能力的銜接以及教師實(shí)際教學(xué)的操作上存在一定的銜接缺失。除此之外,文言文是傳遞傳統(tǒng)文化的窗口,教師在傳統(tǒng)文化教育的深度和廣度的教學(xué)方面也存在不足。為解決文言文閱讀教學(xué)中的銜接缺失問題,本文從學(xué)生和教師兩大教學(xué)要素出發(fā),探索解決問題的有效措施。從學(xué)生方面而言,要注重知識能力的遷移,培養(yǎng)文言文學(xué)習(xí)興趣,積極改進(jìn)文言文學(xué)習(xí)方法。從教師方面而言,要樹立教學(xué)銜接意識,熟知兩大課程標(biāo)準(zhǔn),銜接師生教法學(xué)法、培養(yǎng)學(xué)生自學(xué)能力。通過文言文教學(xué)與學(xué)習(xí),加強(qiáng)傳統(tǒng)文化教育既是現(xiàn)實(shí)的需要又是教育的責(zé)任,需要教師和學(xué)生的共同努力。從教師方面而言,應(yīng)循序漸進(jìn),遵循教學(xué)規(guī)律,寓教于學(xué),靈活運(yùn)用教學(xué)方法,以身作則,加強(qiáng)自身的思想和道德建設(shè),加強(qiáng)家校聯(lián)系,督促家庭教育；學(xué)生方面而言,應(yīng)培養(yǎng)文言文學(xué)習(xí)興趣,熱愛傳統(tǒng)文化,積極改進(jìn)文言文學(xué)習(xí)方法,體會文化傳統(tǒng)精神,培養(yǎng)文言文自主學(xué)習(xí)能力,探索傳統(tǒng)文化內(nèi)涵。
[Abstract]:The reading teaching of Classical Chinese in Senior one is in the transitional stage of classical Chinese teaching in junior high school. The learning of classical Chinese in senior middle school has greatly improved in terms of difficulty, depth and breadth. Based on the methods of literature research, questionnaire, classroom observation and interview, this paper investigates the present situation of classical Chinese reading teaching in Yanbian No. 2 Middle School, taking the classroom record, learning situation and teaching effect of classical Chinese reading teaching as the object of investigation. This paper explores its reference efforts in the teaching of classical Chinese reading in Senior one, and explores solutions to the problems of cohesion in the teaching process. Try hard to lay a solid foundation for the post-high school teaching. "Chinese Curriculum Standard of General Senior High School" and "perfecting the guiding Program of Chinese excellent traditional Education" are the policy basis of this paper, as far as the theoretical basis is concerned, This paper is mainly based on learning transfer theory and construction theory. According to the current situation of classical Chinese reading teaching, the objects are first grade students and digital Chinese teachers in Yanbian second Senior Middle School. The questionnaire "questionnaire of Classical Chinese Reading Teaching in Senior one" (student volume) was distributed in the form of whole sampling, and the teachers were collected and sorted out by interview. According to the investigation of the present situation of classical Chinese reading teaching, the data collection includes open class, classroom record of daily class, questionnaire < Senior one Classical Reading Teaching questionnaire] (student volume) and teacher interview. The teachers of Yanbian No. 2 Middle School actively explore the teaching methods of classical Chinese, guide students to form good learning habits of classical Chinese, cultivate the ability of classical Chinese, and form the teaching strategy of classical Chinese with the characteristics of extension and two characteristics in the teaching of classical Chinese. It mainly shows that the teaching content of classical Chinese is solid, the basic knowledge teaching of classical Chinese is emphasized, and the teaching unity of "Wen" and "Yan" is emphasized, the teaching methods of classical Chinese are various and often adopt many teaching methods: reciting, interpreting, situational, interactive inquiry and so on. The teaching value of classical Chinese is outstanding, pay attention to cultural infiltration from various aspects of classical Chinese learning, so that students can not consciously have the standardization consciousness of learning culture in the process of learning. According to the investigation, there is a certain lack of cohesion in the teaching of classical Chinese, which is in the phase of cohesion, in dealing with the psychological development of students, the cohesion of knowledge and ability, and the operation of teachers' actual teaching. In addition, classical Chinese is the window to transfer traditional culture, and teachers also lack the depth and breadth of traditional culture education. In order to solve the problem of missing cohesion in classical Chinese reading teaching, this paper explores the effective measures to solve the problem from the two teaching elements of students and teachers. From the aspect of students, we should pay attention to the transfer of knowledge and ability, cultivate interest in learning classical Chinese, and actively improve the learning methods of classical Chinese. In terms of teachers, we should set up the consciousness of teaching cohesion, know well the two curriculum standards, link up teachers and students in teaching methods, and cultivate students' ability of self-study. Through the teaching and learning of classical Chinese, strengthening traditional culture education is not only the need of reality but also the responsibility of education, which requires the joint efforts of teachers and students. As far as teachers are concerned, we should proceed step by step, follow the rules of teaching, incorporate teaching in learning, use teaching methods flexibly, set an example by example, strengthen our own ideological and moral construction, strengthen the connection between home and school, and urge family education; as far as students are concerned, We should cultivate the interest in learning classical Chinese, love traditional culture, actively improve the learning methods of classical Chinese, understand the spirit of cultural tradition, cultivate the autonomous learning ability of classical Chinese, and explore the connotation of traditional culture.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.33

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