本文選題：初中語(yǔ)文 + 閱讀教學(xué)�。� 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：閱讀是人類(lèi)獲取知識(shí)的主要途徑之一,也是提高我們審美水平的重要方式。因此,語(yǔ)文教學(xué)中不僅要教給學(xué)生語(yǔ)文知識(shí),更重要的是要教會(huì)學(xué)生掌握學(xué)習(xí)方法,尤其是閱讀方法,以提高學(xué)生的語(yǔ)文學(xué)習(xí)力,為學(xué)生語(yǔ)文素養(yǎng)乃至人文素養(yǎng)的培養(yǎng)奠定基礎(chǔ),這也是《全日制義務(wù)教育語(yǔ)文課程標(biāo)準(zhǔn)》中明確強(qiáng)調(diào)的內(nèi)容。閱讀在本質(zhì)上是學(xué)生理解、體驗(yàn)與感悟的過(guò)程,然而語(yǔ)文閱讀教學(xué)的發(fā)展?fàn)顩r卻滯后于當(dāng)前教育的需求。傳統(tǒng)守舊的閱讀教學(xué)仍占主流,學(xué)生缺乏獨(dú)立思考、體驗(yàn)的機(jī)會(huì),沒(méi)有掌握適合自己的有效方法,從而導(dǎo)致興趣下降,閱讀能力的提高受到限制,語(yǔ)文學(xué)習(xí)力和應(yīng)用能力不高。在這種形勢(shì)下,以學(xué)生為中心,以學(xué)生的發(fā)展為目的、集繼承傳統(tǒng)與開(kāi)拓創(chuàng)新于一體的批注式閱讀教學(xué)法應(yīng)時(shí)而生,并獲得了一大批教師和學(xué)者的青睞,在實(shí)踐中開(kāi)展的如火如荼,收效顯著。批注式閱讀教學(xué)法符合以人為本的發(fā)展觀,它注重引導(dǎo)學(xué)生的多角度、創(chuàng)造性解讀,尊重、鼓勵(lì)學(xué)生的獨(dú)特感受和體驗(yàn),使學(xué)生真正成為閱讀學(xué)習(xí)的主人。其次,批注式閱讀教學(xué)法完美地融教學(xué)方法和學(xué)習(xí)方法于一體,既發(fā)揮教師的指導(dǎo)組織作用,又充分調(diào)動(dòng)學(xué)生的知識(shí)情感等經(jīng)驗(yàn)儲(chǔ)備與文本、作者、教師、同學(xué)展開(kāi)深層次的對(duì)話,以重構(gòu)學(xué)生的認(rèn)知體系。這種方法不僅活躍了課堂氣氛,為語(yǔ)文課堂教學(xué)注入了新的活力,而且有利于培養(yǎng)學(xué)生的閱讀個(gè)性,使其構(gòu)建豐富的情感世界和人格世界,利于學(xué)生人文素養(yǎng)的提升。但此教學(xué)法在當(dāng)前教學(xué)實(shí)踐中應(yīng)用的多,而對(duì)其進(jìn)行理論研究的少且沒(méi)有形成系統(tǒng)。鑒于此,筆者從理論的角度對(duì)批注式閱讀教學(xué)的涵義、理論依據(jù)、方法進(jìn)行了較為詳盡的敘述,并結(jié)合實(shí)際教學(xué)案例加以分析。本論文中,筆者采用了文獻(xiàn)法、案例分析法等。筆者利用圖書(shū)館、網(wǎng)絡(luò)等資源,搜集了關(guān)于初中語(yǔ)文閱讀的相關(guān)文章和書(shū)籍,整合并總結(jié)這些文獻(xiàn)資料,積累了豐富的專(zhuān)業(yè)理論知識(shí),為自己的論文寫(xiě)作奠定堅(jiān)實(shí)的基礎(chǔ)。在探討批注式閱讀方法時(shí),結(jié)合教材中的文學(xué)作品,引用了大量課堂教學(xué)中學(xué)生批注的案例,以證明和實(shí)踐批注式閱讀教學(xué)法的可行性。本文共分為四大部分:第一部分:對(duì)目前初中語(yǔ)文閱讀教學(xué)中普遍存在的問(wèn)題及其導(dǎo)致的結(jié)果進(jìn)行了剖析,如教師備課、授課時(shí)注重教材解讀而輕視學(xué)情研究,導(dǎo)致教學(xué)中人文精神缺失;教師授課時(shí)濫用多媒體,造成教學(xué)效果不理想;極力追求統(tǒng)一標(biāo)準(zhǔn)答案,使學(xué)生失去獨(dú)特個(gè)性;重“文”輕“質(zhì)”,分不清主次,本末倒置。從而揭示了實(shí)施批注式閱讀教學(xué)的必要性。接著梳理了國(guó)內(nèi)關(guān)于其概念、教法、應(yīng)用三方面的研究成果及不足之處。最后,明確地提出了本論文的創(chuàng)新之處及采用的研究方法。第二部分:首先,在對(duì)論文著作等資料中關(guān)于閱讀教學(xué)、批注式閱讀教學(xué)等內(nèi)涵進(jìn)行深入研究的基礎(chǔ)上,對(duì)相關(guān)概念作了更為準(zhǔn)確的界定。然后,從建構(gòu)主義、接受美學(xué)、批注式閱讀的發(fā)展歷程、新《語(yǔ)文課程標(biāo)準(zhǔn)》中的理念等方面入手對(duì)批注式閱讀教學(xué)進(jìn)行了理論支撐和有力論證。最后,進(jìn)一步探討了當(dāng)前實(shí)施批注式閱讀教學(xué)的必要性和意義,剖析總結(jié)了其在教學(xué)實(shí)踐中存在的問(wèn)題。第三部分:從小說(shuō)、詩(shī)歌、散文、戲劇四種不同文本體裁的批注和符號(hào)式、文字式、積累式三種不同形式的批注入手,對(duì)初中階段實(shí)施批注式閱讀教學(xué)法的具體操作過(guò)程進(jìn)行了探究。第四部分:結(jié)合教學(xué)中的具體實(shí)例對(duì)課內(nèi)同一文本的批注式閱讀教學(xué)、單元內(nèi)不同文本或課內(nèi)外不同文本之間的比較批注閱讀教學(xué)、課外整本書(shū)的批注式閱讀教學(xué)進(jìn)行了較為詳盡的敘述。本文注重理論與實(shí)踐相結(jié)合。對(duì)批注式閱讀教學(xué)的內(nèi)涵的界定、理論基礎(chǔ)的探究,以及對(duì)批注式閱讀教學(xué)在實(shí)踐中的應(yīng)用研究,都是建立在筆者深入思考和實(shí)踐經(jīng)驗(yàn)總結(jié)的基礎(chǔ)之上。本文的創(chuàng)新之處是結(jié)合自身實(shí)踐和相關(guān)課例對(duì)課內(nèi)外不同文本間的比較批注閱讀教學(xué)和課外整本書(shū)的批注閱讀教學(xué)的敘述,這打破了當(dāng)前語(yǔ)文批注閱讀教學(xué)僅局限于課內(nèi)同一文本的局面。筆者試圖從不同角度、不同層面探索批注式閱讀教學(xué)的具體實(shí)施方法,以期為這種新型的充滿生命力的閱讀教學(xué)法提供一些啟示。
[Abstract]:Reading is one of the main ways for human to acquire knowledge and an important way to improve our aesthetic level. Therefore, Chinese teaching is not only to teach students Chinese knowledge, but also to teach students to master the learning methods, especially reading methods, in order to improve the students' language learning ability, and for the students' language accomplishment and even humanistic quality. The development of the teaching of Chinese reading is lagging behind the needs of the current education. The traditional and conservative reading teaching is still the mainstream, and the students lack independent thinking and experience. In this situation, in this situation, in this situation, the students as the center, the development of the students as the purpose, the collection of traditional and pioneering and innovative annotation reading teaching method should be born, and get the time. A large number of teachers and scholars have been favored by a large number of teachers and scholars, which are in full swing and effective in practice. The annotation reading teaching method is in line with the concept of human centered development. It pays attention to guiding students in many angles, creatively reading, respecting, encouraging students' unique feelings and experiences, making students truly master of reading and learning. Second, annotations read. The teaching method is a perfect combination of teaching methods and learning methods. It not only plays the role of teachers' guiding organization, but also fully mobilizes the experience reserve and text of the students' knowledge and emotion. The author, the teacher and the students develop a deep dialogue to reconstruct the students' cognitive system. This method not only invigorated the classroom atmosphere, but also made the language classroom teaching. It has entered a new vitality, and helps to cultivate the students' reading personality, to build a rich emotional world and personality world, and to promote the improvement of students' humanistic quality. However, this teaching method has been used in the current teaching practice, but the theoretical research on it has not formed a system. In view of this, the author from the theoretical point of view of the annotation. In this paper, the author uses the literature method, the case analysis method and so on. In this paper, the author uses the library, network and other resources to collect relevant articles and books about Chinese reading in junior high school, and integrate and sum up these documents. We have accumulated a wealth of professional theoretical knowledge and laid a solid foundation for the writing of their own papers. In the discussion of annotation reading methods, combined with the literary works in the textbooks, a large number of cases were quoted in the classroom teaching to prove and practice the feasibility of the annotation teaching method. This paper is divided into four parts: the first part: At present, the common problems in the teaching of Chinese reading in junior middle school and the results are analyzed. For example, teachers prepare lessons, pay attention to the reading of the teaching materials and ignore the study of the learning situation, which leads to the lack of humanistic spirit in the teaching. Special personality; heavy "Wen" light "quality", can not distinguish between the main and secondary, the last inverted. Thus reveals the necessity of the implementation of annotation reading teaching, and then combed the domestic research achievements and shortcomings about its concept, teaching method, application in three aspects. Finally, it clearly put forward the innovation of this paper and the research methods adopted. The second part: first First, on the basis of in-depth study of the connotation of reading teaching and annotation reading teaching in the papers and other materials, the relevant concepts are more accurately defined. Then, from the aspects of constructivism, reception aesthetics, annotation reading development and the concept of new "Chinese curriculum standard >", the teaching of annotation reading teaching is carried out. The theoretical support and powerful argument are carried out. Finally, the necessity and significance of the current annotation reading teaching are further discussed, and the problems existing in the teaching practice are analyzed and summarized. The third part: from the novels, poetry, prose, and drama, the four different types of text genres are the batch and symbolic, the literal and the accumulation of three different forms. On the basis of annotation, the specific operation process of annotation reading teaching method in junior middle school is explored. The fourth part: the annotation reading teaching of the same text in the class, the comparison between different texts in the unit or the different text between the different texts inside and outside the class, and the annotation reading teaching of the whole book. This paper makes a more detailed description. This article focuses on the combination of theory and practice. The definition of the connotation of the teaching of annotation reading, the exploration of the theoretical basis, and the application of the annotation reading teaching in practice are based on the deep thinking and practical experience of the author. Physical practice and related lessons are used to describe the teaching of comparative annotation in different texts and the teaching of annotation in the whole book, which breaks the situation that the teaching of Chinese annotation is limited to the same text in the course. The author tries to explore the specific implementation methods of the teaching of reading from different angles and different levels. In order to provide some inspiration for this new type of reading teaching method full of vitality.

【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)】：G633.33

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