發(fā)布時間：2018-05-19 03:06

  本文選題：修辭格教學(xué) + 閱讀教學(xué)��； 參考：《上海師范大學(xué)》2017年碩士論文

【摘要】：修辭格教學(xué)是中學(xué)語文修辭教學(xué)的重要部分�！读x務(wù)教育語文課程標(biāo)準(zhǔn)》(2011版)中提到了要隨文學(xué)習(xí)必要的語法修辭知識,并在課程標(biāo)準(zhǔn)的附錄部分明確了學(xué)生在義務(wù)教育階段需要掌握的語法修辭知識的范圍。雖然課程標(biāo)準(zhǔn)提供了在義務(wù)教育階段需要講授的語法修辭知識的范圍和基本思路。但教師在教學(xué)過程中如何確定在整個初中階段的語文學(xué)習(xí)中教授哪些修辭格,如何確定要教授的修辭格的難度,如何更好地進(jìn)行相關(guān)的訓(xùn)練等問題,課程標(biāo)準(zhǔn)在這些方面卻沒有給出明確的指導(dǎo)。筆者為了解決以上問題,先從教材出發(fā)整理分析了課程標(biāo)準(zhǔn)要求掌握的修辭格在人教版初中六冊教材中的分布情況以及這些修辭格在教材中的呈現(xiàn)方式。在整理分析的過程中,筆者發(fā)現(xiàn)教材在修辭格的呈現(xiàn)方式上已經(jīng)為教師明確了重點(diǎn)需要講授的修辭格,在修辭格的分布情況中提示了整個初中階段在各個年級段講授修辭格的教學(xué)計劃,教材編者還將容易混淆的修辭格在教材中安排在一起讓教師講授。結(jié)合修辭格在教材中的分布情況,筆者參考了近三年高頻出現(xiàn)修辭格的相關(guān)課文的教學(xué)實(shí)錄來分析教材中修辭格知識在實(shí)際教學(xué)中的教學(xué)情況。筆者發(fā)現(xiàn)當(dāng)前修辭格教學(xué)存在著對修辭格低效重復(fù)講授、忽視修辭格兼用現(xiàn)象、教學(xué)脫離生活、主要集中在閱讀教學(xué)部分學(xué)習(xí)、練習(xí)形式單一等問題。筆者從這樣的現(xiàn)狀出發(fā)結(jié)合教材中修辭格的分布情況,提出了自己對修辭格教學(xué)的幾點(diǎn)建議,分別涉及到閱讀教學(xué)部分、寫作教學(xué)部分、口語交際部分和課后練習(xí)題這四個部分。筆者建議通過閱讀教學(xué)來為修辭格的學(xué)習(xí)打基礎(chǔ),學(xué)習(xí)基本的修辭格知識,將課后練習(xí)作為一種鞏固基礎(chǔ)知識的訓(xùn)練進(jìn)行,最后通過寫作和口語交際的訓(xùn)練讓學(xué)生將課堂上學(xué)到的修辭格知識運(yùn)用到生活中去。筆者希望通過自己對當(dāng)前初中語文修辭格教學(xué)現(xiàn)狀的分析與反思可以給中學(xué)語文教學(xué)中的修辭格的教學(xué)提供一些自己的建議,為中學(xué)語文中的修辭格教學(xué)貢獻(xiàn)自己的一份力量。
[Abstract]:Rhetoric teaching is an important part of Chinese rhetoric teaching in middle school. In the appendix part of the curriculum standard, the scope of grammatical and rhetorical knowledge that students need to master in compulsory education is clarified. Although curriculum standards provide the scope and basic ideas of grammatical and rhetorical knowledge to be taught in compulsory education. However, in the process of teaching, how to determine which rhetorical devices are taught in the whole junior middle school language study, how to determine the difficulty of the rhetorical devices to be taught, how to better carry out the relevant training, etc. Curriculum standards do not provide clear guidance in these areas. In order to solve the above problems, the author analyzes the distribution of rhetorical devices in the six textbooks of junior high school and the presentation of these figures of speech in the textbooks from the perspective of teaching materials. In the process of sorting out and analyzing, the author finds that the presentation of rhetorical devices in teaching materials has already made clear for teachers the figures of speech that need to be taught. The distribution of figures of speech indicates the teaching plan of teaching figures of speech in different grades in the whole junior middle school stage. The textbook editor also arranges easily confused figures of speech in the teaching material for teachers to teach. Combined with the distribution of rhetorical devices in textbooks, the author makes reference to the teaching records of the texts in which rhetoric figures appear at high frequencies in the past three years to analyze the teaching situation of the knowledge of rhetorical devices in the teaching materials in actual teaching. The author finds that there are some problems in the teaching of rhetorical devices at present, such as repeated teaching of low efficiency, ignoring the phenomenon of using both figures of speech, leaving teaching out of daily life, mainly focusing on the learning of reading teaching and the single form of practice, etc. Based on the present situation and the distribution of rhetorical devices in textbooks, the author puts forward some suggestions on the teaching of rhetorical devices, including the teaching of reading and the teaching of writing. Oral communication part and after-class exercises these four parts. The author suggests that reading teaching should be used to lay the foundation for the study of rhetorical devices, to learn basic rhetorical knowledge, and to practice after class as a kind of training to consolidate basic knowledge. Finally, through the training of writing and oral communication, students can apply the rhetorical knowledge learned in class to life. The author hopes that through his own analysis and reflection on the current situation of Chinese rhetoric teaching in junior high school, the author can provide some suggestions for the teaching of rhetorical devices in middle school Chinese teaching and contribute his own strength to the teaching of rhetorical devices in middle school Chinese.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.3

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