本文選題：Z中學(xué) + 農(nóng)村高中��； 參考：《廣西師范大學(xué)》2017年碩士論文

【摘要】：文言文不僅是中華文明與文化的瑰寶,也是白話文的根基和現(xiàn)代漢語(yǔ)的源泉。它在中華文明傳播中發(fā)揮著重要的作用。然而我國(guó)很多地區(qū)文言文教學(xué)形勢(shì)嚴(yán)峻,教學(xué)水平較低。本文以昭平縣Z中學(xué)為例,對(duì)文言文教學(xué)的現(xiàn)狀展開(kāi)研究。首先在教學(xué)困難方面,從文言文本來(lái)歷史久遠(yuǎn)、實(shí)用性差等自身因素;學(xué)生的方面,學(xué)習(xí)興趣方法不濃、積累不足及效率低下等;教師方面,教學(xué)觀念落后、教學(xué)內(nèi)容狹窄和教學(xué)模式陳舊等因素;現(xiàn)用教材編排與當(dāng)?shù)亟虒W(xué)情況不相符而形成教學(xué)方面的困難;其它方面,如Z中學(xué)地理位置局限、當(dāng)今社會(huì)的“快餐”文化,外來(lái)文化等對(duì)古典文言文的沖擊,造成文言文教學(xué)陷入困境。結(jié)合教學(xué)理論與教學(xué)實(shí)踐,筆者提出Z中學(xué)相應(yīng)的文言文教學(xué)改革與創(chuàng)新對(duì)策,第一方面,在提高學(xué)生學(xué)習(xí)興趣、加強(qiáng)學(xué)習(xí)積極性的認(rèn)識(shí)、積累學(xué)習(xí)方法等方面加以強(qiáng)化。第二方面,改變教師陳舊的教學(xué)觀念,提高知識(shí)儲(chǔ)備,注重知識(shí)銜接,加強(qiáng)基礎(chǔ)知識(shí)傳授,教育技術(shù)現(xiàn)代化,教學(xué)方法多元化,如多種形式引起興趣,豐富教學(xué)內(nèi)容,多樣化教學(xué),開(kāi)發(fā)語(yǔ)文教材,整合教材內(nèi)容等方面對(duì)現(xiàn)有的教學(xué)現(xiàn)狀針對(duì)性地改革,以期對(duì)Z中學(xué)以及同類的農(nóng)村中學(xué)文言文教學(xué)的改善有所借鑒。本篇論文共分為四大部分:第一部分,分析文言文的特點(diǎn)與價(jià)值。第二部分,對(duì)Z中學(xué)文言文教學(xué)進(jìn)行調(diào)查研究,了解該地及Z中學(xué)具體教學(xué)情況,調(diào)查分析師生教學(xué)過(guò)程的現(xiàn)狀。第三部分,通過(guò)調(diào)查研究,發(fā)現(xiàn)Z中學(xué)文言文教學(xué)中出現(xiàn)如下問(wèn)題:文言自身局限;教師教學(xué)觀念陳舊、教學(xué)內(nèi)容單一;學(xué)生學(xué)習(xí)興趣較低。結(jié)合文言文自身特點(diǎn),探究文言文教學(xué)中存在困難的主要原因,總結(jié)原因如下:教師的教學(xué)觀念陳舊、教學(xué)功利性強(qiáng)和儲(chǔ)備不足;學(xué)生的學(xué)習(xí)興趣不高、方法不當(dāng);教材選編的內(nèi)容難度偏大;山區(qū)農(nóng)村高中自身發(fā)展的局限,及社會(huì)上文言文學(xué)習(xí)的環(huán)境氛圍不足等。第四部分,針對(duì)現(xiàn)狀,結(jié)合教學(xué)實(shí)踐,對(duì)Z中學(xué)及類似的學(xué)校提出一些關(guān)于文言文教學(xué)改革及創(chuàng)新的可行性意見(jiàn)和對(duì)策與建議:1.學(xué)生方面,教師引導(dǎo)學(xué)生提高學(xué)習(xí)興趣、重視文言文學(xué)習(xí)的意義、培養(yǎng)良好習(xí)慣和積累學(xué)習(xí)方法。2.教師方面,改變陳舊觀念、提高知識(shí)儲(chǔ)備、注重知識(shí)銜接、加強(qiáng)基礎(chǔ)傳授,教育技術(shù)現(xiàn)代化,教學(xué)方法多元化;開(kāi)發(fā)教材,整合教學(xué)內(nèi)容。本課題研究依托新課程改革理念、建構(gòu)主義教學(xué)理論和“最近發(fā)展區(qū)”等理論,詳細(xì)分析了目前山區(qū)農(nóng)村高中文言文的教學(xué)困難及原因,并提出了一些可行性教學(xué)建議,以期提升Z中學(xué)及同類同學(xué)校文言文的教學(xué)水平。
[Abstract]:Classical Chinese is not only the treasure of Chinese civilization and culture, but also the foundation of vernacular Chinese and the source of modern Chinese. It plays an important role in the spread of Chinese civilization. However, the situation of classical Chinese teaching in many regions of China is grim and the teaching level is low. Taking Zhaoping Z Middle School as an example, this paper studies the present situation of classical Chinese teaching. First of all, in terms of teaching difficulties, such as the long history of classical Chinese, poor practicability and other self-factors; students' lack of interest in learning, insufficient accumulation and inefficiency, etc. The teaching content is narrow and the teaching mode is old; the arrangement of the teaching materials in use does not match with the local teaching situation, and other aspects, such as the geographical location of Z middle school, the culture of "fast food" in today's society, The impact of foreign culture on classical Chinese has led to difficulties in the teaching of classical Chinese. Combined with teaching theory and teaching practice, the author puts forward the corresponding reform and innovation countermeasures of classical Chinese teaching in Z Middle School. On the one hand, it is strengthened in the aspects of improving students' interest in learning, strengthening their understanding of learning enthusiasm, accumulating learning methods and so on. Second, we should change teachers' old teaching concepts, improve their knowledge reserve, pay attention to the link of knowledge, strengthen the teaching of basic knowledge, modernize educational technology, and diversify teaching methods, such as arousing interest in various forms and enriching teaching contents. Diversification of teaching, development of Chinese teaching materials, integration of teaching materials and other aspects of the existing teaching situation targeted reform, with a view to Z middle school and similar rural middle school classical Chinese teaching improvement reference. This thesis is divided into four parts: the first part analyzes the characteristics and value of classical Chinese. In the second part, the author investigates and studies the classical Chinese teaching in Z middle school, understands the specific teaching situation in this area and Z middle school, and investigates and analyzes the present situation of the teaching process of teachers and students. The third part, through the investigation and research, found the following problems in the teaching of classical Chinese in Z middle school: the limitation of classical Chinese itself; the old teaching concept of teachers, the single teaching content; the low interest of students in learning. Combined with the characteristics of classical Chinese, this paper explores the main reasons for the difficulties in classical Chinese teaching. The reasons are as follows: teachers' teaching concept is old, teaching utilitarianism is strong and reserves are insufficient, students' interest in learning is not high, and the methods are improper; The content of the selected textbooks is difficult, the development of rural high schools in mountainous areas is limited, and the environment of classical Chinese learning in society is not enough. The fourth part, in view of the present situation, unifies the teaching practice, to Z middle school and the similar school puts forward some feasible opinions and the countermeasure and the suggestion about the classical Chinese teaching reform and the innovation. Students, teachers guide students to improve their interest in learning, attach importance to the significance of classical Chinese learning, cultivate good habits and accumulate learning methods. On the part of teachers, we should change the old ideas, improve the knowledge reserve, pay attention to the connection of knowledge, strengthen the basic teaching, modernize the educational technology, diversify the teaching methods, develop the teaching materials and integrate the teaching contents. Based on the concept of new curriculum reform, constructivism teaching theory and the theory of "proximate development area", this paper analyzes in detail the difficulties and causes of classical Chinese teaching in rural high schools in mountainous areas, and puts forward some feasible teaching suggestions. In order to improve Z Middle School and the same school classical Chinese teaching level.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3

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