【摘要】：初中階段處在義務(wù)教育階段的末期,在完成這一階段的學(xué)習(xí)之后,一部分學(xué)生會(huì)升入高中,為考大學(xué)做準(zhǔn)備,另一部分學(xué)生則會(huì)走向社會(huì),進(jìn)入工作崗位。所以初中階段是學(xué)生進(jìn)入高中或者走向社會(huì)的過渡階段,其重要性不言而喻,與此同時(shí),國(guó)際上對(duì)于初中階段學(xué)生的教育也投入了越來越多的關(guān)注。閱讀教學(xué)是初中語文教學(xué)中最重要的組成部分,長(zhǎng)久以來也受到了教育者的充分重視。但是當(dāng)前初中語文閱讀教學(xué)的現(xiàn)狀并不十分理想,其原因是多方面的�？赡苁钱�(dāng)今社會(huì)競(jìng)爭(zhēng)越來越激烈,使得教師教學(xué)壓力增大、學(xué)生考試負(fù)擔(dān)加重;或者是閱讀教學(xué)內(nèi)容乏味、閱讀教學(xué)過程死板,導(dǎo)致學(xué)生閱讀興趣不高;又或者是傳統(tǒng)的閱讀教學(xué)模式以及當(dāng)前的應(yīng)試教育體制所影響的。雖然一些專家學(xué)者和一線教師已經(jīng)從多個(gè)角度提出了相應(yīng)的改進(jìn)策略并采取了一些實(shí)際措施,但是效果仍然不顯著。筆者在研究生學(xué)習(xí)期間,從生活教育理論和國(guó)際閱讀測(cè)評(píng)當(dāng)中受到一定的啟發(fā),試圖從新的角度將初中語文閱讀教學(xué)與生活聯(lián)系在一起,希望能夠?yàn)槲覈?guó)初中語文的閱讀教學(xué)提供一定的借鑒意義。在本研究中,筆者首先針對(duì)當(dāng)前初中語文閱讀教學(xué)中存在的問題確定了研究方向,同時(shí)對(duì)關(guān)于“語文與生活”、“閱讀與生活”的已有研究進(jìn)行了收集和整理,盡可能全面地掌握了目前的研究現(xiàn)狀。其次根據(jù)論文所要研究的內(nèi)容找到了相應(yīng)的理論依據(jù),包括教育學(xué)依據(jù)、心理學(xué)依據(jù)和新課標(biāo)要求三大部分,在此基礎(chǔ)上發(fā)現(xiàn)了已有研究的不足之處。再次,筆者從理論意義和實(shí)踐意義兩個(gè)方面闡述了“閱讀教學(xué)生活化”是改善初中語文閱讀教學(xué)現(xiàn)狀的新方法之一,從而為“閱讀教學(xué)生活化”運(yùn)用于初中語文閱讀教學(xué)提供一定的現(xiàn)實(shí)依據(jù)。最后,筆者從閱讀教學(xué)內(nèi)容、閱讀教學(xué)過程和閱讀教學(xué)評(píng)價(jià)三大方面對(duì)“初中語文閱讀教學(xué)生活化”進(jìn)行了分析并提出了相應(yīng)的實(shí)施建議,同時(shí)補(bǔ)充了一些教師在初中實(shí)施生活化的閱讀教學(xué)時(shí)應(yīng)注意的問題。本研究不僅從理論層面進(jìn)行了闡釋,而且也對(duì)實(shí)踐策略進(jìn)行了探索。筆者結(jié)合教育學(xué)與心理學(xué)知識(shí),將理論與實(shí)踐相結(jié)合,借鑒國(guó)際閱讀測(cè)試,創(chuàng)造性地使生活化理論能夠切實(shí)、有效地運(yùn)用到我國(guó)初中語文閱讀教學(xué)之中,從而有效改善初中語文閱讀教學(xué)的現(xiàn)狀,為初中語文閱讀教學(xué)盡一點(diǎn)綿薄之力。
[Abstract]:The middle school stage is in the end of the compulsory education stage, after completing this stage of study, some students will go to high school to prepare for the university examination, and the other part students will go to the society and enter the work position. Therefore, the junior middle school stage is the transition stage for students to enter high school or go to the society, its importance is self-evident, at the same time, the international education for junior middle school students has also invested more and more attention. Reading teaching is the most important part of junior middle school Chinese teaching, and has been paid full attention by educators for a long time. However, the present situation of Chinese reading teaching in junior high school is not very ideal, and the reasons are various. It may be that the competition in the society is becoming more and more intense, which makes the teachers' teaching pressure increase and the students' examination burden heavier, or the reading teaching content is boring and the reading teaching process is rigid, which leads to the students' low interest in reading. Or the traditional reading teaching mode and the current examination-oriented education system. Although some experts and scholars and first-line teachers have put forward the corresponding improvement strategies and taken some practical measures from many angles, the results are still not significant. During the post-graduate study, the author was inspired by the theory of life education and the international reading assessment, and tried to link the teaching of Chinese reading in junior high school with life from a new angle. The author hopes to provide some reference for Chinese reading teaching in junior middle school. In this research, the author first determines the research direction for the problems existing in the teaching of Chinese reading in junior high school, and at the same time collects and arranges the existing researches on "Chinese and life" and "reading and living". Grasps the present research present situation as comprehensively as possible. Secondly, according to the content of the paper to find the corresponding theoretical basis, including the basis of pedagogy, psychological basis and the requirements of the new curriculum three parts, on this basis found the deficiencies of existing research. Thirdly, the author expounds that "life teaching of reading" is one of the new methods to improve the present situation of Chinese reading teaching in junior high school from the two aspects of theoretical and practical significance. Thus, it provides a practical basis for the application of "life-to-life reading teaching" in junior middle school Chinese reading teaching. Finally, the author makes an analysis of the "Life Teaching of Chinese Reading in Junior Middle School" from three aspects: the content of reading teaching, the process of reading teaching and the evaluation of reading teaching, and puts forward some corresponding suggestions. At the same time, some teachers should pay attention to the implementation of life-oriented reading teaching in junior high school. This study not only explains from the theoretical level, but also explores the practical strategies. Combining the knowledge of pedagogy and psychology, combining theory with practice, using international reading test for reference, the author creatively makes the theory of life can be effectively applied to Chinese reading teaching in junior middle school in our country. In order to effectively improve the current situation of junior high school Chinese reading teaching, for junior high school Chinese reading teaching.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.33

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