【摘要】：名著是人類智慧的結(jié)晶和文明成果的標(biāo)志,可增加文化底蘊(yùn),可提升文學(xué)素養(yǎng)。隨著國內(nèi)外對名著的重視與傳播,名著逐漸成為各地中考的熱門考點(diǎn),名著閱讀走進(jìn)中學(xué)生語文課堂之中,并且成為學(xué)術(shù)界和教育界的重大研究課題。但是新課標(biāo)把初中三年歸為一個(gè)學(xué)段,制定的總目標(biāo)和總要求較為籠統(tǒng),不能有效指導(dǎo)老師的名著閱讀教學(xué)。中學(xué)生對名著閱讀缺乏興趣和有效的方法指導(dǎo),教師對名著閱讀教學(xué)缺乏重視,沒有明確的教學(xué)目標(biāo),缺乏一系列行之有效、操作性強(qiáng)的策略安排和評價(jià)機(jī)制。因此,本人在立足新課標(biāo)總目標(biāo)和要求的基礎(chǔ)上,綜合考量學(xué)生的學(xué)段特點(diǎn)和閱讀總目標(biāo),以自己任教的班級學(xué)生為對象,通過調(diào)查問卷和個(gè)案分析等研究方法,分析其名著閱讀現(xiàn)狀,提出分階段教學(xué)的論題,把初中三年分為三個(gè)階段,制定每個(gè)學(xué)段的教學(xué)目標(biāo),對教材中推薦的名著書目進(jìn)行整改和補(bǔ)充,分階段實(shí)施各種策略,嘗試設(shè)計(jì)各種活動方案并運(yùn)用到各學(xué)段的課堂教學(xué)實(shí)踐中,最終整編成具體可實(shí)施的名著教學(xué)案例集,并在教學(xué)中不斷反思,探索名著閱讀課堂的評價(jià)方法,收到了較好的實(shí)施成果。
[Abstract]:Famous works are the crystallization of human wisdom and the symbol of civilization achievements, can increase cultural heritage, can enhance literary literacy. With the attention and dissemination of famous works at home and abroad, masterpieces have gradually become a hot test site in various places, and the reading of masterpieces has become a major research topic in the Chinese classroom of middle school students and has become a major research topic in academic and educational circles. However, the new curriculum standard classifies three years of junior high school as a learning section, and sets general goals and requirements, which can not effectively guide the teacher's reading teaching. The middle school students lack of interest and effective method guidance to the reading of famous books, teachers lack of attention to the teaching of famous books, lack of clear teaching goals, lack of a series of effective and operational strategy arrangement and evaluation mechanism. Therefore, based on the general objectives and requirements of the new curriculum standard, I comprehensively consider the characteristics of the students' learning paragraph and the general reading goals, take the students in their own class as the object, and through the questionnaire and case analysis and other research methods. This paper analyzes the current situation of his masterpiece reading, puts forward the topic of teaching in stages, divides the three years of junior middle school into three stages, formulates the teaching objectives of each period, corrects and supplements the bibliography recommended in the textbook, and implements various strategies in stages. This paper attempts to design a variety of activity plans and apply them to the classroom teaching practice of various learning sections, and finally integrates them into a concrete and implementable case set of masterpieces, and constantly reflects on them in the teaching process, and explores the evaluation methods of the reading class of famous works. Good implementation results have been received.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.33

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 徐玉根;;初中名著閱讀課程化的思考與實(shí)踐[J];教學(xué)月刊·中學(xué)版(語文教學(xué));2016年Z1期

2 馮蘭珍;;名著進(jìn)入語文教學(xué)序列的尷尬處境及應(yīng)對措施[J];新課程研究(下旬刊);2015年11期

3 李雯嘩;;讓影視作品為名著閱讀添磚加瓦[J];語文學(xué)刊;2015年21期

4 黃志娟;;打開名著閱讀的一扇窗——以《三打白骨精》對比閱讀教學(xué)為例[J];閱讀;2015年24期

5 郭雪芳;;利用小班化教學(xué)環(huán)境,開展初中名著閱讀[J];亞太教育;2015年17期

6 王冬云;;初中語文名著閱讀的整合策略的探討[J];課外語文;2013年24期

7 王曉岱;;落實(shí)初中語文朗讀教學(xué)的探索與嘗試[J];語文教學(xué)通訊·D刊(學(xué)術(shù)刊);2013年04期

8 周秋萍;;綜合性學(xué)習(xí)讓名著閱讀快樂起來[J];中學(xué)課程輔導(dǎo)(江蘇教師);2013年04期

9 王偉;;培養(yǎng)學(xué)生閱讀經(jīng)典名著的興趣[J];語文教學(xué)與研究;2006年11期

10 謝銀根;語文教師與文學(xué)經(jīng)典[J];語文教學(xué)與研究;2005年22期

相關(guān)碩士學(xué)位論文 前2條

1 錢妤;以蘇教版推薦名著為例淺析初中名著閱讀現(xiàn)狀及其對策[D];蘇州大學(xué);2014年

2 任潔;上海市初中語文名著閱讀教學(xué)研究[D];上海師范大學(xué);2010年

，

本文編號：2259459