【摘要】：本文以臺灣地區(qū)翰林版國中《國文》教科書課后習(xí)題為研究對象,探索臺灣地區(qū)國文科目前的教育現(xiàn)狀。習(xí)題設(shè)計(jì)以《課程綱要(國文教學(xué)領(lǐng)域)》為指導(dǎo),注重培養(yǎng)學(xué)生聽、說、讀、寫、作的能力。課后習(xí)題主要分為“問題討論”和“應(yīng)用練習(xí)”兩個部分,“問題討論”的習(xí)題內(nèi)容立足于幫助學(xué)生理解文本;“應(yīng)用練習(xí)”部分則主要幫助學(xué)生鞏固語文知識。通過對兩部分的題量、題型和習(xí)題內(nèi)容進(jìn)行統(tǒng)計(jì)、分析得出:題型多樣;關(guān)注讀和說的習(xí)題內(nèi)容較多�；谖谋窘嵌葘φn后習(xí)題進(jìn)行考察,發(fā)現(xiàn)面對具有多重主題的文本時,課后習(xí)題忽略引導(dǎo)學(xué)生關(guān)注主題的多義性;對于文本細(xì)節(jié),課后習(xí)題有引導(dǎo)學(xué)生關(guān)注,但數(shù)量較少,在209道習(xí)題總量中,僅有23道題目與文本細(xì)節(jié)相關(guān),僅能引導(dǎo)學(xué)生關(guān)注文本的個別細(xì)節(jié),不具有系統(tǒng)性;習(xí)題中沒有與文本空白相關(guān)的習(xí)題設(shè)計(jì);引導(dǎo)學(xué)生關(guān)注文本結(jié)構(gòu)的習(xí)題數(shù)量不多,六個學(xué)期僅5道題目;國中階段對修辭的學(xué)習(xí)僅立足于辨識層面,沒有上升到通過修辭學(xué)習(xí)來提高學(xué)生的表達(dá)和寫作能力。從文本角度分析得出:臺灣地區(qū)國中階段的國文教學(xué)注重閱讀廣度而不重視閱讀深度。從文體和作者兩個角度對習(xí)題設(shè)計(jì)的個性化進(jìn)行探討,發(fā)現(xiàn)小說部分的習(xí)題設(shè)計(jì)主要從語言和結(jié)構(gòu)著手;散文部分的課后習(xí)題主要引導(dǎo)學(xué)生關(guān)注文章語言和寫作技巧;詩詞部分的課后習(xí)題注重內(nèi)容理解及詩詞寫作方法指導(dǎo);從作者層面而言,課后習(xí)題設(shè)計(jì)注重引導(dǎo)學(xué)生關(guān)注作者創(chuàng)作的個性化。課后習(xí)題的主要特點(diǎn)是:習(xí)題設(shè)計(jì)尊重學(xué)生的個性化看法;重視將文本與學(xué)生個人經(jīng)驗(yàn)結(jié)合;以創(chuàng)新類題目培養(yǎng)學(xué)生的發(fā)散性思維。其存在的主要問題是:習(xí)題設(shè)計(jì)關(guān)聯(lián)性不強(qiáng)。
[Abstract]:In this paper, the present situation of liberal arts education in Taiwan is explored by taking the after-class exercises of the Hanlin edition of the Chinese language textbook in Taiwan as the research object. The exercises design is guided by the syllabus of Chinese language teaching and focuses on the cultivation of students' ability to listen, speak, read, write and do. The exercises after class are mainly divided into two parts: "problem discussion" and "practical exercise". The content of "problem discussion" is based on helping students understand the text, while the part of "application exercise" mainly helps students to consolidate their knowledge of Chinese. Through the statistical analysis of the quantity, type and exercise content of the two parts, it is concluded that there are various types of questions, and more problems are concerned about reading and speaking. From the perspective of text, it is found that in the face of the text with multiple themes, the after-class exercises neglect to guide students to pay attention to the polysemy of the subject; for the text details, the after-class exercises lead the students to pay attention, but the number is relatively small. In the total number of 209 exercises, only 23 questions are related to the text details, which can only lead students to pay attention to the individual details of the text and are not systematic. There are not many exercises to guide students to pay attention to text structure, only 5 questions in six semesters, and the study of rhetoric in middle school is only based on identification level, and it does not rise to improve students' ability of expression and writing through rhetoric learning. From the point of view of text, it is concluded that Chinese language teaching in Taiwan pays attention to reading breadth rather than reading depth. This paper probes into the individuation of exercises design from the angle of style and author, and finds that the exercises design of the novel part mainly starts from the language and structure, and the essay part mainly guides the students to pay attention to the language and writing skills of the article. Poetical exercises focus on content understanding and poetical writing method guidance; from the author level, the design of after-class exercises focus on guiding students to pay attention to the individuation of author's creation. The main features of the exercises after class are that the exercises design respects the students' individualized views, attaches importance to the combination of the text and the students' personal experience, and trains the students' divergent thinking with the innovative topics. Its main problem is: exercise design is not strong relevance.
【學(xué)位授予單位】：上海師范大學(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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