本文選題：閱讀教學 + 思維品質　； 參考：《南京師范大學》2017年碩士論文

【摘要】：傳統(tǒng)的教育重知識輕能力,重記憶輕思考,往往忽視對學生思維能力和品質的培養(yǎng)。隨著時代的發(fā)展,語文教育對學生思維的培養(yǎng)越來越重視,《高中語文課程標準》指出:要讓學生“養(yǎng)成獨立思考、質疑探究的習慣,增強思維的嚴密性、深刻性和批判性。樂于進行交流和思想碰撞�！毙抻喓蟮男抡n標又提出“核心素養(yǎng)”這一概念,提出思維的發(fā)展與提升為語文核心素養(yǎng)之一�？梢哉f,思維能力與品質培養(yǎng)應該成為也已經(jīng)成為當下高中語文教育探討的重要課題之。但是受傳統(tǒng)教育方式影響,當下高中語文閱讀教學,教師對教學過程的權威控制,使學生的主體地位喪失,思維品質的培養(yǎng)就無從談起。因此高中語文閱讀課堂思維品質的培養(yǎng)成為當下語文教育的一個迫切任務�；诖�,本論文將要求證和解決的是:其一,語文閱讀課堂思維品質的培養(yǎng)如何體現(xiàn)語文學科和語文閱讀教學的特色;其二,思維品質培養(yǎng)非一日之功,而是一項長期而艱巨的任務,那么思維品質培養(yǎng)如何系統(tǒng)性、具體化地落實到高中語文閱讀課堂中去,并具有較強的操作性和實踐性�；谶@樣的思考,本論文將在建構主義理論和林崇德聚焦思維結構的智力理論的框架和啟發(fā)下重點闡述和論證高中語文閱讀教學中思維品質培養(yǎng)的原則和策略,即如何在語文核心素養(yǎng)觀照下培養(yǎng)學生思維品質;如何通過對閱讀教學體系的構建來制定思維培養(yǎng)計劃;如何通過課堂思辨讀寫的結合,來促進學生的思維自我建構。本論文主要從理論和實踐兩個維度探討了高中語文閱讀教學中學生思維品質培養(yǎng)的過程。閱讀教學就是思維培育的過程,閱讀教學作為一種思維方式,應該在幫助學生提高語文閱讀質量和提升思維品質的基礎上,最終關注語文閱讀教學對人精神世界的塑造和智能的提升功能。
[Abstract]:The traditional education pays more attention to knowledge than ability, to memory than to thinking, and often neglects the cultivation of students' thinking ability and quality. With the development of the times, Chinese education pays more and more attention to the cultivation of students' thinking. The Standard of Chinese Curriculum in Senior High School points out that students should "form the habit of independent thinking, questioning and inquiry, and enhance the strictness, depth and criticality of thinking." Willing to communicate and collide with ideas. " The revised new curriculum standard puts forward the concept of "core literacy", and puts forward the development and promotion of thinking as one of the core qualities of Chinese. It can be said that the cultivation of thinking ability and quality should become one of the most important topics in Chinese education in senior high school. However, under the influence of traditional education, the current teaching of Chinese reading in senior high school, teachers' authoritative control of the teaching process, make students lose their main position, and the cultivation of thinking quality can not be talked about. Therefore, the cultivation of thinking quality in Chinese reading classroom in senior high school becomes an urgent task in current Chinese education. Based on this, this paper will verify and solve the following: first, how to cultivate the thinking quality of Chinese reading classroom reflects the characteristics of Chinese subject and Chinese reading teaching; second, the cultivation of thinking quality is not in a day. But a long-term and arduous task, so how to train the quality of thinking systematically, concretely implemented to the senior high school Chinese reading class, and has a strong operational and practical. Based on this thinking, this paper will focus on expounding and demonstrating the principles and strategies of the cultivation of thinking quality in high school Chinese reading teaching under the frame and inspiration of constructivism theory and Lin Chongde's intelligence theory focusing on thinking structure. That is, how to cultivate the students' thinking quality under the view of the Chinese core literacy, how to establish the thinking training plan through the construction of the reading teaching system, and how to promote the students' thinking self-construction through the combination of speculative reading and writing in the classroom. This paper mainly discusses the process of cultivating students' thinking quality in high school Chinese reading teaching from two aspects of theory and practice. Reading teaching is the process of thinking cultivation. As a mode of thinking, reading teaching should be based on helping students to improve their reading quality and thinking quality. Finally, focus on the Chinese reading teaching to shape the spiritual world and enhance the function of intelligence.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.33

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