本文選題：個(gè)性化閱讀 + 文學(xué)作品��； 參考：《華中師范大學(xué)》2016年碩士論文

【摘要】：閱讀本身就是一個(gè)個(gè)性化的行為,然而在教學(xué)中教師的分析往往掌控著學(xué)生的理解過(guò)程,文本意義的生成也是由教師整齊劃一的規(guī)定著,加之在高考的應(yīng)試環(huán)境下,閱讀體驗(yàn)受到了唯一標(biāo)準(zhǔn)答案的束縛和捆綁,原本最為自然的閱讀實(shí)踐的個(gè)性化遭受了嚴(yán)重的異化。因而,在高考應(yīng)試這一客觀環(huán)境無(wú)法改變的前提下,個(gè)性化閱讀教學(xué)變成了一個(gè)重要的理念,在與高考妥協(xié)和適從中尋找合適的生存土壤,目的在于提高學(xué)生的文學(xué)文本解讀能力,培養(yǎng)學(xué)生的想象力、思辨能力和批判能力,提高學(xué)生語(yǔ)文素養(yǎng)。本文從五部分展開(kāi)論述：引言部分重點(diǎn)論述個(gè)性化閱讀教學(xué)的問(wèn)題緣起,闡明了個(gè)性化閱讀教學(xué)研究?jī)r(jià)值和意義；第一章界定了個(gè)性化閱讀教學(xué)的概念,它與文學(xué)本質(zhì)、接受反應(yīng)論和對(duì)話理論的相關(guān)聯(lián)系,并分析了個(gè)性化閱讀教學(xué)對(duì)學(xué)生個(gè)性發(fā)展的現(xiàn)實(shí)意義；第二章分析了高中語(yǔ)文閱讀教學(xué)中個(gè)性化解讀缺失的原因,并從提高學(xué)生的鑒賞能力出發(fā),用三種不同的閱讀形態(tài),實(shí)現(xiàn)個(gè)性化閱讀；第三章首先分析在適應(yīng)應(yīng)試環(huán)境的前提下,個(gè)性化閱讀教學(xué)實(shí)施的空間,并從教師、學(xué)生、教材三方面闡述了個(gè)性化閱讀教學(xué)的培養(yǎng)策略；結(jié)論部分再次聲明個(gè)性化閱讀教學(xué)的研究意義和價(jià)值,期望應(yīng)試環(huán)境的改變能為學(xué)生的閱讀活動(dòng)帶來(lái)更廣闊的空間。
[Abstract]:Reading itself is a personalized behavior. However, in teaching, the teacher's analysis often controls the students' understanding process, and the generation of text meaning is regulated by the teacher uniformly, in addition to the examination-oriented environment of the college entrance examination. Reading experience is bound and bound by the only standard answer, and the individuation of the most natural reading practice is seriously alienated. Therefore, on the premise that the objective environment of college entrance examination can not be changed, individualized reading teaching has become an important idea. The purpose is to improve students' reading ability of literary texts, to cultivate students' imagination, speculative ability and critical ability, and to improve students' Chinese literacy. This paper discusses from five parts: the introduction focuses on the origin of individualized reading teaching, expounds the research value and significance of individualized reading teaching, the first chapter defines the concept of personalized reading teaching, it and the essence of literature. It also analyzes the practical significance of individualized reading teaching to the development of students' personality. Chapter two analyzes the reasons for the lack of individualized interpretation in the teaching of Chinese reading in senior high school. In order to improve students' appreciation ability, three different reading patterns are used to realize individualized reading. Chapter three first analyzes the space of individualized reading teaching under the premise of adapting to the exam-oriented environment, and analyzes the space of individualized reading teaching from teachers and students. The conclusion part states the significance and value of individualized reading teaching, and hopes that the change of exam-oriented environment will bring more space for students' reading activities.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.3

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本文編號(hào)：2084329