語文修辭的高中教學案例研究
發(fā)布時間：2018-10-09 20:29
【摘要】：陳望道先生在《修辭學發(fā)凡》中對于修辭的兩大分野"積極修辭"和"消極修辭"有不同的論述。按照教學系統(tǒng)論的觀點,教學不僅只是課堂的實際教學,它還包括一系列其它階段。在某些階段內(nèi),積極修辭的應用無異于錦上添花,但在某些教學階段則需要消極修辭來表達。美國教育技術專家巴納西認為教學系統(tǒng)是分層次的系統(tǒng)。本研究本文中只關注于教學層次和學習層次。筆者以語文教學設計為案例,來探討在不同教學設計階段,修辭的理論理論和實踐價值。首先,筆者從戴爾的"經(jīng)驗之塔"理論出發(fā),分析"經(jīng)驗之塔"的三個成分——抽象的經(jīng)驗、觀察的經(jīng)驗和做的經(jīng)驗與修辭內(nèi)容中的直接經(jīng)驗、間接經(jīng)驗與糅合經(jīng)驗的聯(lián)系。并結合教學系統(tǒng)開發(fā)的階段,提出分析和設計階段需要考慮消極修辭,開發(fā)階段需要考慮積極修辭的結論。然后筆者進行具體的語文教學案例分析與設計。語文案例取自《荷塘月色》中第4、5自然段。教學分析階段包含三個步驟:(1)確定教學目標;(2)分析學習者和情境;(3)分析教學。根據(jù)以學習者為中心的理念,需要對以往的教學目標進行調(diào)整,設計以學習者行為表現(xiàn)為目的的教學目標。這三個步驟的教學用語需要調(diào)整,需要使用消極修辭來行文。依據(jù)學習散文以及通感修辭的需要,提出三條教學目標:(1)讓學生標注"觀荷塘"的自然段;(2)讓學生描述出作者在"恬靜"心情下觀賞到的景物變化;(3)解釋文中"觀荷塘"如何運用通感的修辭手法。完成了分析和設計階段之后,需要進行教學案例的開發(fā)階段。該階段一共有兩個步驟:(1)開發(fā)教學策略;(2)選擇和開發(fā)教學內(nèi)容。這兩個步驟會使用積極修辭來形成教學用語。筆者根據(jù)加涅的有效教學的理論確定教學策略。主要包括教學活動的預設以及完成教學的其他成分的安排。對現(xiàn)有的教材即課本進行教學分析,發(fā)現(xiàn)現(xiàn)有的教材支持第一、第二條教學目標,但卻不能滿足通感修辭教學的需求,需要并結合教學多媒體開發(fā)適合的教學內(nèi)容。
[Abstract]:In rhetoric, Mr. Chen Wangdao has different views on the two major divisions of rhetoric, "positive rhetoric" and "negative rhetoric". According to the teaching system theory, teaching is not only the actual teaching in class, but also a series of other stages. In some stages, the application of positive rhetoric is tantamount to adding to the cake, but in some teaching stages, it needs negative rhetoric to express. Barnasi, an American educational technology expert, believes that the teaching system is a hierarchical system. This research only focuses on the teaching and learning levels. Taking Chinese teaching design as a case, the author discusses the theoretical and practical value of rhetoric in different teaching design stages. First of all, based on Dale's theory of "Tower of experience", the author analyzes the three components of "Tower of experience"-abstract experience, experience of observation and experience of doing and direct experience in rhetoric content, and the relation between indirect experience and blending experience. Combined with the stage of teaching system development, the conclusion that negative rhetoric should be considered in analysis and design stage and positive rhetoric should be considered in development stage is put forward. Then the author carries on the concrete Chinese teaching case analysis and the design. The Chinese case was taken from Natural Section 4 / 5 of the Lotus Pond Moon. The teaching analysis stage consists of three steps: (1) the determination of teaching objectives; (2) the analysis of learners and situations; (3) the analysis of teaching. According to the concept of learner-centered, it is necessary to adjust the previous teaching objectives and design the teaching objectives aimed at learners' behavior performance. These three steps need to adjust the teaching language, need to use negative rhetoric to write. According to the need to learn prose and synaesthesia rhetoric, Three teaching objectives are put forward: (1) the students are asked to mark the natural section of "Guanhe Pond"; (2) the students are asked to describe the changes of the scenery which the author sees in the "tranquil" mood; (3) to explain how the rhetoric of synaesthesia is used in the "Guanhe Pond". After completing the stage of analysis and design, it is necessary to carry out the development stage of teaching case. There are two steps in this stage: (1) developing teaching strategy; (2) selecting and developing teaching content. These two steps use positive rhetoric to form teaching language. According to Gagne's theory of effective teaching, the author determines the teaching strategy. It mainly includes the presupposition of teaching activities and the arrangement of other elements of teaching. Through the teaching analysis of the existing textbooks, it is found that the existing textbooks support the first and second teaching objectives, but they cannot meet the needs of the teaching of synaesthetic rhetoric, and need and combine with the multimedia teaching to develop the appropriate teaching contents.
【學位授予單位】：中央民族大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.3
本文編號：2260677
[Abstract]:In rhetoric, Mr. Chen Wangdao has different views on the two major divisions of rhetoric, "positive rhetoric" and "negative rhetoric". According to the teaching system theory, teaching is not only the actual teaching in class, but also a series of other stages. In some stages, the application of positive rhetoric is tantamount to adding to the cake, but in some teaching stages, it needs negative rhetoric to express. Barnasi, an American educational technology expert, believes that the teaching system is a hierarchical system. This research only focuses on the teaching and learning levels. Taking Chinese teaching design as a case, the author discusses the theoretical and practical value of rhetoric in different teaching design stages. First of all, based on Dale's theory of "Tower of experience", the author analyzes the three components of "Tower of experience"-abstract experience, experience of observation and experience of doing and direct experience in rhetoric content, and the relation between indirect experience and blending experience. Combined with the stage of teaching system development, the conclusion that negative rhetoric should be considered in analysis and design stage and positive rhetoric should be considered in development stage is put forward. Then the author carries on the concrete Chinese teaching case analysis and the design. The Chinese case was taken from Natural Section 4 / 5 of the Lotus Pond Moon. The teaching analysis stage consists of three steps: (1) the determination of teaching objectives; (2) the analysis of learners and situations; (3) the analysis of teaching. According to the concept of learner-centered, it is necessary to adjust the previous teaching objectives and design the teaching objectives aimed at learners' behavior performance. These three steps need to adjust the teaching language, need to use negative rhetoric to write. According to the need to learn prose and synaesthesia rhetoric, Three teaching objectives are put forward: (1) the students are asked to mark the natural section of "Guanhe Pond"; (2) the students are asked to describe the changes of the scenery which the author sees in the "tranquil" mood; (3) to explain how the rhetoric of synaesthesia is used in the "Guanhe Pond". After completing the stage of analysis and design, it is necessary to carry out the development stage of teaching case. There are two steps in this stage: (1) developing teaching strategy; (2) selecting and developing teaching content. These two steps use positive rhetoric to form teaching language. According to Gagne's theory of effective teaching, the author determines the teaching strategy. It mainly includes the presupposition of teaching activities and the arrangement of other elements of teaching. Through the teaching analysis of the existing textbooks, it is found that the existing textbooks support the first and second teaching objectives, but they cannot meet the needs of the teaching of synaesthetic rhetoric, and need and combine with the multimedia teaching to develop the appropriate teaching contents.
【學位授予單位】：中央民族大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.3
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