發(fā)布時(shí)間：2018-07-20 15:27

【摘要】：在現(xiàn)行初中語(yǔ)文教材中,記敘性散文占有相當(dāng)大的比例。記敘文教學(xué),在很大程度上而言就是記敘性散文教學(xué)。散文因其文質(zhì)兼美、感情真摯、形式自由而廣受歡迎。然而,在長(zhǎng)期的記敘性散文教學(xué)中,忽視散文文體特點(diǎn),將散文混淆于小說和記敘文,教學(xué)過程千篇一律,過度依賴教參,教學(xué)目標(biāo)設(shè)計(jì)不合理,散文教學(xué)低效、無效等現(xiàn)象屢見不鮮。散文曾被稱為“美文”,教師在教學(xué)過程中該如何凸顯散文的審美屬性,實(shí)現(xiàn)對(duì)學(xué)生的審美教育;如何制定合理的教學(xué)目標(biāo),確定教學(xué)知識(shí)內(nèi)容;如何安排教學(xué)過程,在有限的語(yǔ)文課堂上實(shí)現(xiàn)多維目標(biāo)等,這些問題值得我們每一位語(yǔ)文教師認(rèn)真思考。本文以現(xiàn)行人民教育出版社初中語(yǔ)文教材中現(xiàn)代散文為研究對(duì)象,依據(jù)其不同特點(diǎn),將現(xiàn)代散文劃分為抒情性散文、議論性散文和記敘性散文,并通過對(duì)三類散文的特點(diǎn)進(jìn)行對(duì)比分析,結(jié)合當(dāng)下記敘性散文教學(xué)的現(xiàn)狀,重點(diǎn)探索新課標(biāo)下記敘性散文的教學(xué)策略。論文共分為三個(gè)部分,第一部分從散文的界定、類型的劃分、“形散神聚”的文體特點(diǎn)等方面對(duì)散文教學(xué)進(jìn)行概述;第二部分結(jié)合記敘性散文在散文大類中的地位,在明確記敘性散文以寫人記事為主要內(nèi)容,以說真話、抒真情為主要特點(diǎn)的前提下,結(jié)合新課標(biāo),概括出記敘性散文的教學(xué)要求;第三部分結(jié)合初中生學(xué)習(xí)特點(diǎn)對(duì)教學(xué)實(shí)例的分析點(diǎn)評(píng),針對(duì)記敘性散文教學(xué)目標(biāo)設(shè)置混亂,忽視記敘性散文文體特點(diǎn),教學(xué)過程模式化,教學(xué)內(nèi)容陳舊等現(xiàn)狀,對(duì)記敘性散文教學(xué)的策略進(jìn)行探索和研究,力求在摒棄現(xiàn)存的教學(xué)誤區(qū)的同時(shí),在記敘性散文教學(xué)的有效性方面有一個(gè)新的提高。
[Abstract]:In the current junior middle school Chinese teaching materials, narrative prose accounts for a large proportion. Narrative teaching, to a large extent, is narrative prose teaching. Prose is popular for its quality and beauty, sincere feelings and free form. However, in the long term narrative prose teaching, the characteristics of prose style are ignored, and prose is confused with novels and narratives. The teaching process is the same, too much depends on teaching reference, the design of teaching objectives is unreasonable, and prose teaching is inefficient. Invalid and other phenomena are common. Prose was once called "beautiful text". How to highlight the aesthetic attribute of prose and realize aesthetic education for students, how to formulate reasonable teaching goal, how to determine the content of teaching knowledge, how to arrange the teaching process, how should the teacher highlight the aesthetic attribute of prose in the process of teaching? To achieve multi-dimensional goals in the limited Chinese classroom, these problems are worth every Chinese teacher's careful consideration. This article takes the modern prose in the current junior middle school Chinese teaching material of the people's Education Publishing House as the research object, according to its different characteristics, divides the modern prose into the lyric prose, the argumentative prose and the narrative prose. Through the comparative analysis of the characteristics of the three kinds of prose, combined with the present situation of narrative prose teaching, this paper focuses on exploring the teaching strategies of narrative prose under the new curriculum standard. The thesis is divided into three parts: the first part summarizes the teaching of prose from the definition of prose, the classification of types, the stylistic characteristics of "form and scattered spirit", the second part combines the status of narrative prose in the general category of prose. On the premise that the main content of narrative prose is to write people's notes, to tell the truth and express the true feelings as the main features, the teaching requirements of narrative prose are summarized in combination with the new curriculum standard. The third part analyzes the teaching examples according to the learning characteristics of junior high school students, aiming at the confusion of teaching objectives of narrative prose, ignoring the stylistic features of narrative prose, the stylized teaching process, the obsolete teaching content, and so on. This paper explores and studies the strategies of narrative prose teaching in order to get rid of the existing teaching errors and at the same time to improve the effectiveness of narrative prose teaching.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3

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本文編號(hào)：2133967