本文選題：課本劇 + 初中語(yǔ)文教學(xué)�。� 參考：《長(zhǎng)春師范大學(xué)》2017年碩士論文

【摘要】：“寓教于樂(lè)”是我國(guó)教育界一直提倡的教育方式,然而初中語(yǔ)文教學(xué)在中考制度的高壓下,語(yǔ)文課堂逐漸喪失了趣味性和開(kāi)放性,教師專(zhuān)注于提高學(xué)生的分?jǐn)?shù)而忽略對(duì)學(xué)生審美能力、文學(xué)素養(yǎng)以及個(gè)性思維的培養(yǎng)。課本劇在尊重語(yǔ)文教學(xué)的基礎(chǔ)上將戲劇融入課堂,充分發(fā)揮戲劇的綜合性,帶給學(xué)生們與“填鴨式”教學(xué)完全不同的更加帶有趣味性的全新教學(xué)體驗(yàn),讓學(xué)生們?cè)谒囆g(shù)的氛圍中創(chuàng)作美、感知美。課本劇兼具戲劇與教學(xué)的雙重特性,對(duì)于提高學(xué)生戲劇藝術(shù)的了解程度、增強(qiáng)學(xué)生對(duì)語(yǔ)文學(xué)科的學(xué)習(xí)興趣等方面均有積極的作用,讓學(xué)生們?cè)谒囆g(shù)和文學(xué)的熏陶下,知識(shí)和精神共同進(jìn)步。本文運(yùn)用問(wèn)卷調(diào)查法、訪(fǎng)談法、觀(guān)察法搜集資料,并結(jié)合課本劇的雙重特性對(duì)初中語(yǔ)文課本劇教學(xué)實(shí)踐研究進(jìn)行分析和總結(jié),本文共分為五章。第一章簡(jiǎn)要概括了課本劇的概念、特性及基本原則。第二章是以“國(guó)培計(jì)劃”(2015)--中學(xué)特崗教師跟崗實(shí)踐研修項(xiàng)目中的初中語(yǔ)文教師以及長(zhǎng)春市某中學(xué)初中語(yǔ)文教師、學(xué)生作為調(diào)查對(duì)象,初步探索課本劇在初中語(yǔ)文教學(xué)中的實(shí)施情況,得出結(jié)論并分析課本劇在實(shí)施過(guò)程中遇到的問(wèn)題。通過(guò)分析調(diào)查發(fā)現(xiàn)課本劇在實(shí)施過(guò)程中主要存在的問(wèn)題包括:一是教學(xué)目標(biāo)功利、教學(xué)任務(wù)繁重;二是教學(xué)模式單調(diào)、缺乏趣味性。第三章分別從哲學(xué)、心理學(xué)、社會(huì)學(xué)以及教育學(xué)四個(gè)方面論述課本劇在初中語(yǔ)文教學(xué)中應(yīng)用的必要性。在語(yǔ)文教學(xué)中運(yùn)用課本劇的教學(xué)形式有利于創(chuàng)設(shè)教學(xué)情境,激活學(xué)生審美思維;幫助學(xué)生盡可能的貼近、追求高峰體驗(yàn),感悟生命的價(jià)值;課本劇的教學(xué)形式突破了時(shí)空的界限,實(shí)現(xiàn)語(yǔ)文課堂的教育場(chǎng)域;促進(jìn)學(xué)科之間的交叉,提升學(xué)生的核心素養(yǎng)。第四章針對(duì)課本劇活動(dòng)存在的問(wèn)題提出了課本劇在初中語(yǔ)文教學(xué)中的實(shí)踐建議:一是在課本劇編演的基本原則指導(dǎo)下針對(duì)課本劇腳本差異明確課本劇表演形式;二是綜合考慮學(xué)生情況,確定課本劇參演對(duì)象;三要尊重學(xué)生想法,協(xié)調(diào)課本劇編演過(guò)程;四是加強(qiáng)評(píng)價(jià)反思環(huán)節(jié),師生共同鑒賞。第五章以課文《絕品》和《范進(jìn)中舉》為教學(xué)案例并進(jìn)行分析和總結(jié)。本文旨在認(rèn)真分析課本劇在初中語(yǔ)文教學(xué)中的實(shí)踐現(xiàn)狀,針對(duì)發(fā)現(xiàn)的問(wèn)題提出改善建議,詳細(xì)論述課本劇在初中語(yǔ)文教學(xué)中所具備的特性和實(shí)踐必要性,以人教版課文《絕品》和長(zhǎng)春版課文《范進(jìn)中舉》為教學(xué)案例并進(jìn)行分析,為更多想進(jìn)行課本劇教學(xué)活動(dòng)的一線(xiàn)教師提供參考。
[Abstract]:"Education in fun" is an educational method advocated by the educational circles in our country. However, under the pressure of the middle school examination system, the Chinese classroom gradually loses its interest and openness. Teachers focus on improving students' scores while neglecting the cultivation of students' aesthetic ability, literary literacy and personality thinking. On the basis of respecting the teaching of Chinese, textbook drama integrates drama into the classroom, gives full play to the comprehensiveness of drama, and brings students a completely different and more interesting new teaching experience from "spoon-feeding" teaching. Let students create beauty and perceive beauty in the atmosphere of art. Textbooks and dramas have the dual characteristics of drama and teaching. They play a positive role in improving students' understanding of drama art and enhancing students' interest in learning Chinese, so that students can be nurtured by art and literature. Knowledge and spirit advance together. This paper uses questionnaire, interview, observation to collect data, and combined with the dual characteristics of textbook drama to analyze and summarize the teaching practice of junior middle school Chinese textbook drama, this paper is divided into five chapters. The first chapter briefly summarizes the concept, characteristics and basic principles of textbook drama. The second chapter focuses on the junior middle school Chinese teachers in the project of "National training Program" and the Chinese teachers in a middle school and the students in a middle school in Changchun. This paper probes into the implementation of textbook drama in junior middle school Chinese teaching, draws a conclusion and analyzes the problems encountered in the implementation of textbook drama. Through the analysis and investigation, it is found that the main problems in the implementation of textbook play include: first, the teaching goal is utilitarian and the teaching task is heavy; second, the teaching mode is monotonous and lack of interest. The third chapter discusses the necessity of applying textbook play in junior middle school Chinese teaching from four aspects: philosophy, psychology, sociology and pedagogy. Using the teaching form of textbook drama in Chinese teaching is conducive to creating teaching situation, activating students' aesthetic thinking, helping students to be as close as possible, pursuing peak experience and realizing the value of life. The teaching form of textbook drama breaks through the boundary of time and space, realizes the educational field of Chinese classroom, promotes the crossing of subjects, and promotes the core accomplishment of students. The fourth chapter puts forward the practical suggestions of textbook drama in junior middle school Chinese teaching in view of the problems existing in textbook drama activities: first, under the guidance of the basic principles of textbook drama editing, it clarifies the form of textbook play performance according to the differences of textbook play script; The second is to consider the situation of students, to determine the target of textbook play; third, to respect students' ideas and coordinate the process of textbook play editing; fourth, to strengthen the evaluation and reflection link, and the teachers and students to appreciate together. The fifth chapter analyzes and summarizes the teaching cases with the text "absolutely" and "Fan Jin Zhong Zhu". The purpose of this paper is to analyze the practical situation of textbook drama in junior middle school Chinese teaching, to put forward some suggestions for improving the problems found, and to expound in detail the characteristics and practical necessity of textbook drama in junior middle school Chinese teaching. This paper takes the text of people's Education Edition and the text of Changchun version as teaching cases and analyzes them, which provides a reference for more teachers who want to carry out teaching activities of textbooks and dramas.
【學(xué)位授予單位】：長(zhǎng)春師范大學(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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