本文選題：浪漫認(rèn)知 + 古詩詞�。� 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：初中語文古詩詞教學(xué)一直是初中老師們比較棘手的薄弱環(huán)節(jié),平時(shí)學(xué)生們只是死記硬背,根本達(dá)不到鑒賞級別。所以提高學(xué)生鑒賞古詩文的能力,并把作者表達(dá)的思想主旨達(dá)到理解、賞析、領(lǐng)悟、融于內(nèi)心的境地,是筆者苦苦追尋的目標(biāo)�！袄寺J(rèn)知”則是以學(xué)生的年齡為出發(fā)點(diǎn),注重了學(xué)生的解讀能力以及基于學(xué)生年齡的真實(shí)存在的解讀水平。由此,我本著激發(fā)學(xué)生學(xué)習(xí)古詩的興趣、較好地解析古詩內(nèi)容、真正領(lǐng)略古人遺留的精神碩果為原則,把與學(xué)生的真實(shí)認(rèn)知水平相吻合的“浪漫認(rèn)知”——這種新型的解讀工具應(yīng)用在古詩文的研讀和教學(xué)當(dāng)中。然后以師生共同的赤誠心靈和真摯感情面對文本,尋找一種線索來觸動(dòng)文本所隱含的作者的心靈世界,最終品讀出它本來的感人畫卷和深厚情志。論文一共有六部分,第一部分是緒論。首先是基于“浪漫認(rèn)知”初中古詩詞閱讀教學(xué)的研究背景及意義,在現(xiàn)有的古詩詞日常教學(xué)的基礎(chǔ)上,運(yùn)用“浪漫認(rèn)知”進(jìn)行解讀,可以激發(fā)學(xué)生學(xué)習(xí)古詩詞的興趣、提高學(xué)生現(xiàn)有的認(rèn)知水平和情意水平。其次是基于“浪漫認(rèn)知”初中古詩詞閱讀教學(xué)的研究文獻(xiàn)綜述,查閱古詩詞的相關(guān)研究,擴(kuò)充對古詩詞研究的深入了解。最后是基于“浪漫認(rèn)知”初中古詩詞閱讀教學(xué)的研究思路與方法,研究的過程中主要是采用理論指導(dǎo)實(shí)踐、理論和實(shí)踐相結(jié)合的原則。第二部分首先是從理論上為我們闡釋了浪漫認(rèn)知的定義和內(nèi)涵,從想象及想象力的概念、語言與想象力的互遞性和初中生心理發(fā)展的特點(diǎn)出發(fā),來說明用“浪漫認(rèn)知”解讀古詩詞的必要性。其次是分析初中古詩詞的教學(xué)現(xiàn)狀。第三部分是基于此現(xiàn)狀,浪漫認(rèn)知在語文古詩詞教學(xué)中的價(jià)值遠(yuǎn)景:一是浪漫認(rèn)知這一新型的認(rèn)知工具應(yīng)用在古詩詞的教學(xué)上,可以激活課堂氛圍,在學(xué)生的心靈深處,可以與詩人進(jìn)行穿越時(shí)空的古今對話。二是把“浪漫認(rèn)知”應(yīng)用于古詩詞教學(xué)課堂,能很好地激發(fā)學(xué)生的學(xué)習(xí)興趣,構(gòu)建學(xué)生深度賞析古詩詞的層層遞進(jìn)的模式。三是把“浪漫認(rèn)知”應(yīng)用于古詩詞教學(xué)課堂,對教師來說,可以精尋新的解讀角度,開辟多元的解讀模式,有利于提高教師研讀文本的能力和教學(xué)水平。第三部分集中討論了古詩文教學(xué)中“浪漫認(rèn)知”的設(shè)計(jì)原則。把“浪漫認(rèn)知”應(yīng)用于古詩詞教學(xué)課堂,要遵循以下三個(gè)原則:從學(xué)生實(shí)際年齡出發(fā)、思維延展性、增強(qiáng)審美感知。第四部分是從實(shí)踐的角度來淺談浪漫認(rèn)知應(yīng)用于古詩文教學(xué)的教學(xué)設(shè)計(jì)策略�，F(xiàn)實(shí)局限與極限經(jīng)驗(yàn)的教學(xué)策略,是為了銳化學(xué)生的感受力,讓學(xué)生觸摸知識的邊界和極限;英雄主義聯(lián)想的教學(xué)策略,是力求讓學(xué)生尋找古人的卓越品質(zhì),讓學(xué)生收獲自信,達(dá)到震撼人心的效果;驚異感的教學(xué)策略,則是期望在常規(guī)的解讀中發(fā)現(xiàn)新的維度,可以激發(fā)學(xué)生學(xué)習(xí)和探究的新興趣;知識的人文內(nèi)涵的教學(xué)策略,主要是為了探索新知,讓詩文的內(nèi)容與古詩背后的相關(guān)背景相結(jié)合,讓學(xué)生超越文本的表面,抵達(dá)深處的人類情感;收集和愛好的教學(xué)策略,通過學(xué)生的主動(dòng)收集,旨在豐富學(xué)生學(xué)習(xí)古詩的經(jīng)歷,對詩文的主旨知識深化重構(gòu),讓學(xué)習(xí)經(jīng)歷和生命體驗(yàn)完美并和;改換知識背景的教學(xué)策略,通過還原知識背景,讓背景得以轉(zhuǎn)換和重現(xiàn),豐厚社會歷史的內(nèi)涵,讓學(xué)生的學(xué)習(xí)材料無限豐厚;書面之眼的教學(xué)策略,是在優(yōu)化視覺新思維的基礎(chǔ)上,激勵(lì)學(xué)生挑戰(zhàn)學(xué)習(xí)的新機(jī)遇,縱向剖析詩人的寫作歷程和情感變化。第五部分是基于“浪漫認(rèn)知”古詩詞教學(xué)案例及其分析。這部分是理論指導(dǎo)實(shí)踐,把“浪漫認(rèn)知”運(yùn)用到具體的課堂之中,選取了宋代著名女詞人李清照的三首詞,進(jìn)行課堂實(shí)踐,并分析如何把認(rèn)知工具運(yùn)用到課堂實(shí)踐之中的。最后一部分是結(jié)語,主要是起到補(bǔ)充全文的作用。
[Abstract]:The teaching of ancient Chinese poetry in junior middle school has always been a difficult and difficult link of teachers in junior middle school. In ordinary times, the students are just memorized by rote and can not reach the level of appreciation at all. Therefore, it is the goal of the author to improve the students' ability to appreciate the ancient poems and to understand, appreciate, comprehend and melt into the inner situation. "Romantic cognition" takes the students' age as the starting point, pays attention to the reading ability of the students and the true reading level based on the age of the students. Therefore, in the light of the interest of inspiring the students to learn the ancient poetry, I can better analyze the content of the ancient poems, and truly appreciate the spiritual fruits of the ancient people as a principle, and the true cognition of the students with the water. The "romantic cognition", a new kind of interpretation tool, is used in the study and teaching of ancient poetry. Then, it faces the text with the sincere heart and sincere feelings of the teachers and students, looking for a clue to touch the author's mind world implied in the text, and finally reads its original moving picture and deep emotion. There are six parts altogether. The first part is the introduction. First, it is based on the background and significance of the study of the ancient poetry reading teaching in junior middle school. On the basis of the daily teaching of the ancient poems, the use of "romantic cognition" can arouse the students' interest in learning ancient poetry and improve the students' existing cognitive level and feelings. Secondly, based on the literature review of the ancient poetry reading teaching in junior middle school, the study of ancient poetry is reviewed, and the in-depth understanding of the study of ancient poetry is expanded. Finally, the research ideas and methods based on the "romantic cognition" in junior middle school poetry reading teaching are mainly based on the theory guiding practice. The second part first explains the definition and connotation of romantic cognition in theory, from the concept of imagination and imagination, the mutual delivery of language and imagination and the characteristics of the psychological development of junior high school students, the necessity of reading ancient poetry with "romantic cognition". The third part is based on the present situation, the value of romantic cognition in the teaching of Chinese Ancient Poetry: one is that the new cognitive tool of romantic cognition is applied to the teaching of ancient poetry, which can activate the classroom atmosphere, and in the depths of the mind of the students, the dialogue between the ancient and the modern times can be carried out with the poet. The two is the "wave". The application of "diffuse cognition" to the teaching of ancient poetry teaching can very well stimulate students' interest in learning and construct the progressive pattern of students' deep appreciation of ancient poetry. Three is to apply the "romantic cognition" to the teaching of ancient poetry. For teachers, it is possible to find a new interpretation angle and open up a multiple interpretation mode, which is beneficial to the improvement of teachers' research. The third part focuses on the design principles of "romantic cognition" in the teaching of ancient poetry. The application of "romantic cognition" to the teaching of ancient poetry teaching should follow the following three principles: from the actual age of the students, the ductility of thinking, and the enhancement of the perception of the beauty of the beauty. The fourth part is a brief discussion from the perspective of practice. Romantic cognition is applied to the teaching design strategy of ancient poetry teaching. The teaching strategy of realistic limitation and extreme experience is to sharpen the students' feeling, let the students touch the boundary and limit of knowledge. The teaching strategy of the heroism association is to make the students look for the quality of the ancient people's Zhuo Yue, let the students gain the confidence and reach the heart of the heart. The teaching strategy of amazement is to find new dimensions in the regular reading, which can stimulate students' new interest in learning and exploring. The teaching strategy of the connotation of knowledge is mainly to explore new knowledge, to combine the content of poetry with the background behind the ancient poetry, to let the students surpass the surface of the text and reach the depths. The teaching strategy of human emotion, collection and hobby, through the active collection of students, aims to enrich the students' experience of studying ancient poetry, deepen the reconstruction of the main knowledge of the poetry, make the learning experience and life experience perfect, and change the teaching strategy of the knowledge background, by reducing the knowledge background, allowing the background to be converted and reproduced, rich social calendar The connotation of history makes the students' learning materials limitless. The teaching strategy of the written eye is a new opportunity to stimulate the students to challenge learning on the basis of optimizing the new visual thinking. The fifth part is based on the case and analysis of the ancient poetry teaching based on the "romantic cognition". This part is the theory. In practice, the "romantic cognition" is applied to the specific class, and three words of Li Qingzhao, a famous female poet in the Song Dynasty, are selected to carry out the classroom practice, and to analyze how to apply the cognitive tools to the classroom practice. The last part is the conclusion, which mainly plays the role of supplementation to the whole text.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.3

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