本文選題：初中語文 + 閱讀策略知識(shí)�。� 參考：《湖南科技大學(xué)》2016年碩士論文

【摘要】：閱讀是學(xué)生獲取知識(shí)、提高能力的重要途徑。閱讀教學(xué)是中學(xué)語文教育重要環(huán)節(jié),但“高耗低效”的問題一直沒有得到實(shí)質(zhì)性解決。認(rèn)知心理學(xué)關(guān)于“策略知識(shí)”的研究成果,可作為促進(jìn)高效閱讀的重要依據(jù),對(duì)語文教科書編寫和閱讀教學(xué)有深遠(yuǎn)意義。閱讀策略是指學(xué)生在閱讀過程中所使用的方法和技巧,根據(jù)一定的閱讀目標(biāo)所選用的閱讀方式。閱讀策略還具有科學(xué)、針對(duì)和內(nèi)隱等特征。學(xué)會(huì)如何學(xué)習(xí)、如何閱讀、如何以最快的速度接受新知識(shí),迎接新挑戰(zhàn),需要形成恰當(dāng)?shù)拈喿x策略,需要體現(xiàn)在包括教科書在內(nèi)的各個(gè)教學(xué)環(huán)節(jié)中。人教版初中語文教科書的“單元導(dǎo)讀”“研討與練習(xí)”和“補(bǔ)白”都呈現(xiàn)了閱讀策略知識(shí)。“單元導(dǎo)讀”有鑒賞相關(guān)知識(shí),但內(nèi)容較籠統(tǒng),表達(dá)方式單一,缺乏明確的操作方法和技巧,學(xué)生很難將所學(xué)知識(shí)舉一反三。七年級(jí)“研討與練習(xí)”的閱讀策略知識(shí)主要以“信息提取”為主,旨在讓鍛煉學(xué)生迅速而精確的找出信息,并概括或復(fù)述文章的內(nèi)容的能力;八年級(jí)的比較閱讀策略較七年級(jí)有所增加,判斷語境部分則相對(duì)減少,九年級(jí)“研討與練習(xí)”中的閱讀策略知識(shí)總體呈下降趨勢;“補(bǔ)白”處的閱讀策略知識(shí)始終是穿插于表達(dá)、寫作等相關(guān)知識(shí)之間而存在的,沒有完整的體系,稍顯混亂。研究顯示,策略知識(shí)的存在方式較隱晦,教師沒有明確的策略知識(shí)教學(xué),學(xué)生的學(xué)習(xí)水平不一。因此語文教科書呈現(xiàn)的閱讀策略知識(shí)內(nèi)容應(yīng)更為豐富、生動(dòng),以激發(fā)學(xué)生的學(xué)習(xí)興趣,充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性和主動(dòng)性;應(yīng)遵循由表及里、循序漸進(jìn)的原則,將閱讀策略知識(shí)內(nèi)容簡單明了化;語文教師應(yīng)在不斷豐富閱讀策略知識(shí)教學(xué)經(jīng)驗(yàn)的同時(shí),確保所教內(nèi)容的科學(xué)性且能靈活巧妙地運(yùn)用到教學(xué)實(shí)踐中;學(xué)生應(yīng)該制定有效的閱讀策略學(xué)習(xí)目標(biāo),科學(xué)地規(guī)劃閱讀策略學(xué)習(xí)時(shí)間,加強(qiáng)新舊閱讀策略知識(shí)的聯(lián)系,不斷提高閱讀水平,以達(dá)成閱讀課程規(guī)定的發(fā)展目標(biāo)。
[Abstract]:Reading is an important way for students to acquire knowledge and improve their ability. Reading teaching is an important link in middle school Chinese education, but the problem of "high consumption and low efficiency" has not been solved substantively. The research results of cognitive psychology about "strategic knowledge" can be regarded as an important basis for promoting efficient reading, which has far-reaching significance for the compilation of Chinese textbooks and the teaching of reading. Reading strategies refer to the methods and skills used by students in the process of reading, and the way they choose to read according to certain reading goals. Reading strategies also have the characteristics of science, targeting and implicit. How to learn, how to read, how to accept new knowledge as quickly as possible, and how to meet new challenges need to form appropriate reading strategies and be embodied in all teaching links, including textbooks. The "unit guide", "discussion and practice" and "complement white" in the junior middle school Chinese textbook of the personal education edition have presented the reading strategy knowledge. "Unit Guide" has the appreciation related knowledge, but the content is relatively general, the expression way is single, lacks the explicit operation method and the skill, the student is very difficult to learn the knowledge to infer three. The reading strategy knowledge of the seventh grade "discussion and practice" is mainly "information extraction", in order to train the students' ability to find out the information quickly and accurately, and to summarize or retell the content of the article; Compared with the seventh grade, the comparative reading strategies of the eighth grade increased, the judgment context part was relatively reduced, and the reading strategy knowledge in the ninth grade "discussion and practice" generally showed a downward trend; The knowledge of reading strategy is always interspersed with the related knowledge of expression and writing, and there is no complete system and a little confusion. The research shows that the existence of strategic knowledge is obscure, the teachers do not have a clear teaching of strategic knowledge, and the students' learning level is different. Therefore, the content of reading strategy knowledge presented in Chinese textbooks should be richer and more vivid, in order to stimulate students' interest in learning, fully arouse students' enthusiasm and initiative in learning, and follow the principle of "from the outside to the inside, step by step". The content of reading strategy knowledge should be simple and clear, and Chinese teachers should enrich the teaching experience of reading strategy knowledge and ensure that the teaching content is scientific and can be used flexibly and skillfully in teaching practice. Students should formulate effective reading strategy learning goals, scientifically plan reading strategy learning time, strengthen the relationship between new and old reading strategy knowledge, and constantly improve their reading level in order to achieve the development goals stipulated in the reading curriculum.
【學(xué)位授予單位】：湖南科技大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.33

【參考文獻(xiàn)】

相關(guān)期刊論文 前6條

1 姚林群;;論語文教學(xué)中的知識(shí)問題[J];語文建設(shè);2009年04期

2 張慶林,楊東;論策略性知識(shí)向思維能力轉(zhuǎn)化的機(jī)制與措施[J];西南師范大學(xué)學(xué)報(bào)(人文社會(huì)科學(xué)版);2003年02期

3 衷克定;教師策略性知識(shí)的成分與結(jié)構(gòu)特征研究[J];北京師范大學(xué)學(xué)報(bào)(人文社會(huì)科學(xué)版);2002年04期

4 黃希庭,張志杰;青少年時(shí)間管理傾向量表的編制[J];心理學(xué)報(bào);2001年04期

5 季誠鈞;試論知識(shí)分類教學(xué)論的理論建構(gòu)[J];課程.教材.教法;2000年07期

6 劉電芝;學(xué)習(xí)策略的實(shí)質(zhì)[J];寧波大學(xué)學(xué)報(bào)(教育科學(xué)版);2000年01期

相關(guān)博士學(xué)位論文 前1條

1 曹建召;學(xué)校語文知識(shí)生產(chǎn)方式研究[D];上海師范大學(xué);2008年

相關(guān)碩士學(xué)位論文 前3條

1 王立峰;高中古典詩歌教學(xué)策略研究[D];東北師范大學(xué);2009年

2 范玲玲;高中散文閱讀教學(xué)策略探究[D];華東師范大學(xué);2008年

3 丁曉良;中學(xué)語文閱讀策略及其教學(xué)研究[D];華東師范大學(xué);2002年

，

本文編號(hào)：1919843