本文選題：陳日亮 + 韓軍��； 參考：《西華師范大學(xué)》2016年碩士論文

【摘要】：陳日亮和韓軍是我國(guó)著名的語(yǔ)文特級(jí)教師,分別是“閩派語(yǔ)文”領(lǐng)軍人和“新語(yǔ)文教育”領(lǐng)軍人。兩位特級(jí)教師對(duì)當(dāng)下語(yǔ)文教學(xué)效率低下以及語(yǔ)文性質(zhì)模糊的問(wèn)題都予以自己的思考和想法。本文從兩位教師的文本解讀觀來(lái)探求語(yǔ)文文本解讀現(xiàn)狀和問(wèn)題原因。從陳日亮和韓軍對(duì)中學(xué)課文的課堂實(shí)錄解讀或教學(xué)個(gè)案分析,找出他們文本解讀觀的異同點(diǎn)并進(jìn)行比較分析,反思中學(xué)語(yǔ)文教學(xué)和中學(xué)語(yǔ)文課堂教學(xué),從中吸取可借鑒的地方加以發(fā)揚(yáng),并結(jié)合課堂教學(xué)給予有效的文本解讀策略,為一線教師文本解讀提供參考。本文分為三個(gè)部分:第一部分概述文本解讀的相關(guān)概念,解讀新課標(biāo)對(duì)文本解讀的課程要求,實(shí)施建議以及文本解讀評(píng)價(jià)。聯(lián)系文本解讀現(xiàn)狀,分析教師文本解讀存在的過(guò)度解讀,忽視學(xué)生主體性等等問(wèn)題。之后從教師和學(xué)生兩個(gè)方面來(lái)進(jìn)行原因探究。第二部分主要講述陳日亮和韓軍兩位教師的文本教學(xué)解讀分析比較。歸納他們的共同之處,即積累和誦讀。而后根據(jù)他們的教學(xué)實(shí)錄或教學(xué)案例,從思考、文本的“一元”和“多元”、人文性和工具性的側(cè)重等不同角度,闡述兩位教師文本教學(xué)解讀的不同之處。第三部分結(jié)合文本解讀的現(xiàn)狀分析,借鑒陳日亮和韓軍老師的文本教學(xué)解讀特點(diǎn)比較,思考中學(xué)語(yǔ)文教學(xué)和中學(xué)語(yǔ)文課堂教學(xué),并從中得到啟發(fā)。要立足文本,師生進(jìn)行有效的解讀對(duì)話;課堂上確保教師主導(dǎo),學(xué)生為主體;解讀文本原味要根據(jù)語(yǔ)境來(lái)思考;最后通過(guò)微觀分析,培養(yǎng)教師的獨(dú)立解讀能力。
[Abstract]:Chen Riliang and Han Jun are famous Chinese teachers in China. The two teachers give their own thoughts on the problems of low efficiency and vague nature of Chinese teaching. This paper explores the current situation and causes of Chinese text interpretation from two teachers' views of text interpretation. In this paper, the author finds out the similarities and differences of Chen Riliang and Han Jun's views on the interpretation of middle school text, and reflects on the teaching of Chinese in middle school and the classroom teaching of Chinese in middle school by analyzing the classroom record and teaching case of middle school text by Chen Riliang and Han Jun, and find out the similarities and differences between them. Draw lessons from them to carry forward and give effective text reading strategies combined with classroom teaching to provide reference for first-line teachers' text interpretation. This paper is divided into three parts: the first part is an overview of the text interpretation of the relevant concepts, interpretation of the new curriculum standards for text interpretation of the curriculum requirements, implementation recommendations and text interpretation evaluation. Connecting with the current situation of text interpretation, this paper analyzes the over-interpretation of teachers' text interpretation, neglects students' subjectivity and so on. Then from the teachers and students to explore the causes of the two aspects. The second part mainly talks about the text teaching analysis and comparison between Chen Riliang and Han Jun teachers. What they have in common is accumulation and recitation. Then, according to their teaching records or teaching cases, from different angles of thinking, "monism" and "pluralism" of text, emphasis on humanism and instrumentality, this paper expounds the differences between the two teachers' interpretation of text teaching. The third part is based on the analysis of the current situation of text interpretation, and draws lessons from the comparison of the reading characteristics of Chen Riliang and Han Jun, thinking about the middle school Chinese teaching and middle school Chinese classroom teaching, and get inspiration from it. Should base on the text, teachers and students to effectively interpret dialogue; ensure teacher-led in the classroom, students as the main body; to interpret the original taste of text to think according to the context; finally, through micro-analysis, to cultivate teachers' independent reading ability.
【學(xué)位授予單位】：西華師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.3

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本文編號(hào)：1998720