本文選題：文言散文 + 文體教學(xué)目標(biāo)��； 參考：《集美大學(xué)》2017年碩士論文

【摘要】：文言散文歷時千年,是中華民族傳統(tǒng)文化的瑰寶。其千錘百煉的語言,斐然可觀的文采,匠心經(jīng)營的章法,猶如燦爛的精神燈塔,照徹古今�？梢哉f文言散文是白話的根基,也是民族的根基。建國至今,中學(xué)語文教育已走過了六十多個春秋,文言散文始終是中學(xué)語文課程的重要組成部分,可是一直難逃“高耗低效”“低慢費差”尷尬境地。本文聚焦文言散文教學(xué)目標(biāo),立足于教學(xué)目標(biāo)現(xiàn)狀,結(jié)合文言散文具體特點,進一步分解細化課程目標(biāo),制定文體教學(xué)目標(biāo)。并依據(jù)不同年級學(xué)生閱讀心理,對文體目標(biāo)進行分級。全文分五個部分:第一部分為緒論,交代寫作緣起,并對核心概念“文言散文”和“教學(xué)目標(biāo)”“分級”進行界定。第二部分介紹文言散文教學(xué)目標(biāo)現(xiàn)階段存在的問題,并剖析問題背后的原因。教學(xué)目標(biāo)之所以不能發(fā)揮其導(dǎo)學(xué)、導(dǎo)教的作用,除了歷史原因、層級混淆和表述問題,最重要的問題是:宏觀的課程目標(biāo)和具體的教學(xué)目標(biāo)之間,缺少過渡銜接的文體目標(biāo)地引導(dǎo)。第三部分立足于學(xué)科實際,從文體的角度分解細化文言散文課程目標(biāo),并從理論和實踐兩個層面探討其可行性。在此基礎(chǔ)上,對人教版初中階段文言散文進行辨體。第四部分從歷史的流變中,分別歸納記人記事類、寫景狀物類、抒情言志類和說理論道類文言散文規(guī)律性的特點,并根據(jù)其特點制定四類文言散文的具體教學(xué)目標(biāo)。第五部分基于學(xué)生閱讀實際,在分析三個年級的初中生閱讀心理的基礎(chǔ)上,結(jié)合教學(xué)目標(biāo)制定的原則,對文體目標(biāo)進行細化分層,使階段性目標(biāo)能有梯度有側(cè)重點地開展,從而優(yōu)化文言散文教學(xué)。
[Abstract]:Classical Chinese prose lasted for thousands of years, is the treasure of Chinese traditional culture. Its refined language, outstanding literary talent, the heart of the management of the rules, like a brilliant spiritual lighthouse, according to the ancient and modern. It can be said that classical prose is the foundation of vernacular and the foundation of the nation. Since the founding of the people's Republic of China, Chinese education in middle schools has gone through more than 60 years. Classical prose has always been an important part of the Chinese curriculum in middle schools, but it has always been difficult to escape the embarrassing situation of "high consumption and low efficiency" and "low slow cost difference". This paper focuses on the teaching objectives of classical Chinese prose, based on the present situation of teaching objectives, combined with the specific characteristics of classical Chinese prose, further breakdown of the curriculum objectives, the establishment of stylistic teaching goals. According to the reading psychology of the students of different grades, the stylistic goals are classified. The paper is divided into five parts: the first part is the introduction, explaining the origin of the writing, and defining the core concepts of "classical prose" and "teaching goal" classification ". The second part introduces the problems existing in the teaching goal of classical Chinese prose at the present stage, and analyzes the reasons behind the problems. The reason why teaching goals cannot play their role in guiding learning and teaching is that, apart from historical reasons, hierarchical confusion and problems of expression, the most important problems are: between the macroscopic curriculum objectives and the specific teaching objectives. There is a lack of stylistic guidance for transitional cohesion. The third part is based on the reality of the discipline, from the perspective of the style of decomposition and refinement of classical prose curriculum objectives, and from the theoretical and practical two levels to explore its feasibility. On the basis of this, the author distinguishes the prose of classical Chinese in junior middle school. In the fourth part, from the historical evolution, the author summarizes the characteristics of the prose regularity of the classical Chinese prose of the categories of chronicle, scenery, lyricism and theory, and formulates the specific teaching objectives of the four kinds of classical Chinese prose according to its characteristics. The fifth part is based on the students' reading practice, on the basis of analyzing the reading psychology of the junior high school students in three grades, combining the principle of the teaching goal formulation, the author makes the stylistic goal detailed and stratified, so that the stage goal can be carried out with gradients and emphases. So as to optimize the teaching of classical prose.
【學(xué)位授予單位】：集美大學(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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本文編號：2117713