【摘要】：2002年是高考古詩(shī)詞鑒賞命題的轉(zhuǎn)折點(diǎn),這一年該題型由客觀題轉(zhuǎn)變?yōu)橹饔^題,并作為主流題型在高考語(yǔ)文卷中穩(wěn)定下來(lái)�；诟呖嫉膶�(dǎo)向性功能,高考古詩(shī)詞鑒賞命題對(duì)高中古詩(shī)詞閱讀教學(xué)有著極大的影響。但就當(dāng)下教學(xué)實(shí)踐來(lái)看,這種影響和導(dǎo)向的體現(xiàn)還只停留在表層,教師常常以高考古詩(shī)詞鑒賞命題的考點(diǎn)作為教學(xué)的重點(diǎn)內(nèi)容,以答題技巧作為衡量學(xué)生鑒賞水平的標(biāo)準(zhǔn)。在教學(xué)過(guò)程中,或過(guò)度分析,解讀得過(guò)于繁瑣、面面俱到;或一味講究感悟、想象,讓學(xué)生找不到實(shí)際的著手點(diǎn)。本文以2002-2016年這15年的高考古詩(shī)詞鑒賞命題為研究對(duì)象,分四個(gè)部分對(duì)高考古詩(shī)詞鑒賞命題的特點(diǎn)、趨向展開(kāi)研究,為高中古詩(shī)詞閱讀教學(xué)提出建議。第一章研究高考古詩(shī)詞鑒賞命題的依據(jù)與原則。根據(jù)《課程標(biāo)準(zhǔn)》、《考試大綱》的要求,高考古詩(shī)詞鑒賞命題以淺易的古詩(shī)詞作品作為選文來(lái)源,對(duì)學(xué)生古詩(shī)詞鑒賞水平以及“鑒賞評(píng)價(jià)”等高級(jí)思維能力進(jìn)行考查。第二章從選文和題目?jī)蓚�(gè)方面對(duì)近15年的高考古詩(shī)詞鑒賞命題進(jìn)行分析。選文一方面具有廣泛性,另一方面又具有集中性。題目在考查內(nèi)容方面以文本細(xì)讀法為本,滲透了多種思維能力的考查;在形式上,采用了支架式題干;總體上呈現(xiàn)出綜合性的特點(diǎn)。第三章探討高考古詩(shī)詞鑒賞命題的發(fā)展趨向。通過(guò)回顧過(guò)去15年的命題特點(diǎn),我們可以預(yù)測(cè)將來(lái)的古詩(shī)詞命題將會(huì)呈現(xiàn)這樣幾點(diǎn)傾向:一、選文將會(huì)進(jìn)一步擴(kuò)大選擇范圍,著重突出育人導(dǎo)向。二、題目將更加注重高級(jí)思維能力的考查,并允許學(xué)生融入個(gè)人生活體驗(yàn)、以現(xiàn)代人眼光鑒賞評(píng)價(jià)古詩(shī)詞作品,以降低考查難度。三、命題在綜合性上將會(huì)有更多嘗試。第四章探究高考古詩(shī)詞鑒賞命題對(duì)高中古詩(shī)詞閱讀教學(xué)的啟示。高考古詩(shī)詞鑒賞命題背后隱藏的高中古詩(shī)詞閱讀教學(xué)方法對(duì)教學(xué)實(shí)踐有著指導(dǎo)作用。高中古詩(shī)詞閱讀教學(xué)應(yīng)該更加注重文本細(xì)讀法的運(yùn)用,多方面發(fā)掘課程資源以提高學(xué)生的閱讀量;在教學(xué)中滲透比較思維、批判性思維、逆向思維等高級(jí)思維能力的訓(xùn)練;適當(dāng)?shù)卮罱▽W(xué)習(xí)支架,循序漸進(jìn)地提升學(xué)生的閱讀鑒賞能力,并以高效率、多樣化的提問(wèn)引導(dǎo)學(xué)生深入文本,與文本對(duì)話。
[Abstract]:The year 2002 is the turning point of the ancient poetry appreciation proposition in the college entrance examination. This year, the question type has changed from the objective question to the subjective one, and as the mainstream theme type, it has stabilized in the Chinese volume of the college entrance examination. Based on the guiding function of the college entrance examination, the appreciation proposition of ancient poetry has a great influence on the reading teaching of ancient poetry in senior high school. However, from the current teaching practice, the embodiment of this kind of influence and guidance is still only in the surface layer, the teachers often take the examination place of the ancient poetry appreciation proposition in the college entrance examination as the key content of teaching, and take the skill of answering questions as the standard to measure the appreciation level of the students. In the teaching process, or over-analysis, interpretation is too cumbersome, all-inclusive; or blindly pay attention to perception, imagination, so that students can not find a practical starting point. This paper takes the college entrance examination ancient poetry appreciation proposition from 2002-2016 as the research object, divides into four parts to study the characteristics of the college entrance examination ancient poetry appreciation proposition, tends to carry out the research, and puts forward some suggestions for the senior high school ancient poetry reading teaching. The first chapter studies the basis and principle of the ancient poetry appreciation proposition in college entrance examination. According to the requirements of the Curriculum Standard and the examination outline, the evaluation proposition of ancient poetry in the college entrance examination is based on the simple works of ancient poetry as the source of selecting articles. The level of appreciation of ancient poetry and the ability of thinking such as "appreciation and evaluation" are examined. The second chapter analyzes the ancient poetry appreciation proposition of the college entrance examination in the past 15 years from the two aspects of selection and title. On the one hand, the selection of articles is extensive, on the other hand, it has centralization. The content of the examination is based on the text reading method, which permeates the examination of various thinking abilities; in form, it adopts the scaffolding type of question stem; overall, it presents the comprehensive characteristics. The third chapter discusses the development trend of ancient poetry appreciation proposition in college entrance examination. By reviewing the propositional characteristics of the past 15 years, we can predict that the proposition of ancient poetry in the future will show such a few tendencies: first, the selection of articles will further expand the scope of choice and emphasize the orientation of educating people. Second, the topic will pay more attention to the examination of the advanced thinking ability, and allow the students to integrate into the personal life experience, and evaluate the ancient poetry works with the modern eyes, so as to reduce the difficulty of the examination. Third, there will be more attempts on the synthesis of propositions. Chapter four explores the enlightenment of the ancient poetry appreciation proposition to the reading teaching of ancient poetry in senior high school. The teaching method of reading ancient poetry in senior high school plays a guiding role in teaching practice. The teaching of ancient poetry reading in senior high school should pay more attention to the application of text reading method, explore curriculum resources in many ways to improve students' reading quantity, infiltrate into the training of advanced thinking ability, such as comparative thinking, critical thinking, reverse thinking, etc. Build the learning scaffold properly, improve the students' reading appreciation ability step by step, and guide the students into the text and dialogue with the text with high efficiency and variety of questions.
【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】：2017
【分類號(hào)】：G633.3

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