本文選題：對(duì)話(huà) + 對(duì)話(huà)理論　； 參考：《廣州大學(xué)》2016年碩士論文

【摘要】：面對(duì)時(shí)代對(duì)對(duì)話(huà)精神的需要,新課改的推進(jìn)以及閱讀教學(xué)自身的現(xiàn)狀,如何構(gòu)建師生對(duì)話(huà)的平臺(tái)、師生如何去處理和對(duì)待閱讀文本等問(wèn)題都給我們提出了很大的挑戰(zhàn),本研究通過(guò)對(duì)“對(duì)話(huà)理論與閱讀教學(xué)”的內(nèi)涵進(jìn)行深入剖析,有機(jī)地整合、聯(lián)姻這兩者,用文獻(xiàn)法及案例分析法等方法對(duì)“高中閱讀對(duì)話(huà)教學(xué)”的問(wèn)題及其原因進(jìn)行深入探究,并提出相應(yīng)的優(yōu)化策略。本研究以對(duì)話(huà)理論為基礎(chǔ),共分為四個(gè)部分。第一部分為緒論,主要分析了本文的研究緣起,研究的意義,國(guó)內(nèi)外研究的現(xiàn)狀以及研究方法。第二部分通過(guò)梳理與語(yǔ)文閱讀教學(xué)相關(guān)的對(duì)話(huà)理論來(lái)闡明對(duì)話(huà)教學(xué)思想的涵義和特點(diǎn)。第三部分為對(duì)話(huà)理論視域下高中語(yǔ)文閱讀教學(xué)誤區(qū)及其成因。主要誤區(qū)有:教師角色定位不清、師生對(duì)話(huà)脫離文本以及對(duì)話(huà)能力弱等,而這些誤區(qū)主要是由師生對(duì)對(duì)話(huà)理論缺乏深入認(rèn)識(shí)、教師權(quán)威的消極影響、單一的評(píng)價(jià)方式、功利主義思想的影響等原因造成,對(duì)話(huà)理論視閾能給師生的語(yǔ)文閱讀教學(xué)送去一方良藥。第四部分為論文重點(diǎn),闡釋了對(duì)話(huà)理論視域下高中語(yǔ)文閱讀教學(xué)的策略及方法。閱讀對(duì)話(huà)教學(xué)是旨在幫助師生提升語(yǔ)文閱讀能力及語(yǔ)文素養(yǎng),建構(gòu)起更加完善的自我的教學(xué)形態(tài)。它主要包括師生對(duì)話(huà)、生生對(duì)話(huà)、學(xué)生與文本的對(duì)話(huà)以及教師和文本的對(duì)話(huà)等。策略與方法也圍繞這幾個(gè)方面展開(kāi):確立對(duì)話(huà)主體的地位、展開(kāi)師生對(duì)話(huà)文本的層面、加強(qiáng)教師與學(xué)生對(duì)話(huà)的能力、優(yōu)化生生對(duì)話(huà)、建構(gòu)師生自我心靈對(duì)話(huà)等。對(duì)話(huà)理論引入閱讀教學(xué)是走出目前高中閱讀教學(xué)困境的可選策略,值得我們對(duì)其進(jìn)行深入的研究和價(jià)值開(kāi)發(fā)。
[Abstract]:In the face of the need of the times for the spirit of dialogue, the advancement of the new curriculum reform and the present situation of reading teaching itself, how to construct the platform of teacher-student dialogue, how to deal with and deal with the reading text, etc., have brought us great challenges. Through the deep analysis of the connotation of "dialogue theory and reading teaching", the paper organically integrates and combines these two, and uses the method of literature and case analysis to deeply explore the problems and reasons of "dialogue teaching in senior high school". And put forward the corresponding optimization strategy. Based on the theory of dialogue, this study is divided into four parts. The first part is the introduction, mainly analyzes the origin of this study, the significance of the study, domestic and foreign research status and research methods. The second part clarifies the meaning and characteristics of dialogue teaching by combing the dialogue theory related to Chinese reading teaching. The third part is the misunderstanding and its causes of Chinese reading teaching in senior high school from the perspective of dialogue theory. The main misunderstandings are: the teacher's role is unclear, the dialogue between teachers and students is divorced from the text and the dialogue ability is weak, and these misunderstandings are mainly caused by teachers and students' lack of in-depth understanding of dialogue theory, the negative influence of teachers' authority, and a single evaluation method. Due to the influence of utilitarianism, dialogue theory can give teachers and students a good medicine in Chinese reading teaching. The fourth part is the focus of the thesis, explaining the strategies and methods of Chinese reading teaching in senior high school from the perspective of dialogue theory. The purpose of reading dialogue teaching is to help teachers and students to improve their Chinese reading ability and Chinese literacy, and to construct a more perfect teaching form of themselves. It mainly includes teacher-student dialogue, student-text dialogue and teacher-text dialogue. The strategies and methods also focus on these aspects: to establish the status of the subject of dialogue, to develop the level of the text of the dialogue between teachers and students, to strengthen the ability of dialogue between teachers and students, to optimize the dialogue between students and students, and to construct the dialogue between teachers and students themselves. The introduction of dialogue theory into reading teaching is an optional strategy to get out of the predicament of reading teaching in senior high school, which is worth our in-depth study and value development.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.33

【參考文獻(xiàn)】

相關(guān)期刊論文 前9條

1 馬澤富;馮艷梅;;基于語(yǔ)文閱讀教學(xué)中的“對(duì)話(huà)”研究[J];考試周刊;2011年16期

2 黃雅冰;;“平等對(duì)話(huà)”式的語(yǔ)文閱讀教學(xué)[J];中國(guó)科教創(chuàng)新導(dǎo)刊;2010年32期

3 魏輝;;心與心的交流——淺析語(yǔ)文閱讀教學(xué)中的平等對(duì)話(huà)[J];現(xiàn)代語(yǔ)文(教學(xué)研究版);2009年07期

4 李景陽(yáng);鄭新麗;;新課標(biāo)下語(yǔ)文課堂教學(xué)誤區(qū)發(fā)微[J];中學(xué)語(yǔ)文教學(xué)參考;2005年10期

5 陳雄飛;對(duì)話(huà)教學(xué):意義與問(wèn)題[J];教師之友;2005年03期

6 張?jiān)鎏?靳玉樂(lè);論新課程背景下的對(duì)話(huà)教學(xué)[J];西南師范大學(xué)學(xué)報(bào)(人文社會(huì)科學(xué)版);2004年05期

7 韓雪屏;;閱讀教學(xué)中的多重對(duì)話(huà)[J];全球教育展望;2003年09期

8 王榮生;;《語(yǔ)文課程標(biāo)準(zhǔn)》的“對(duì)話(huà)理論”[J];語(yǔ)文學(xué)習(xí);2002年11期

9 劉慶昌;對(duì)話(huà)教學(xué)初論[J];課程.教材.教法;2001年12期

，

本文編號(hào)：2034969