【摘要】：從認(rèn)知發(fā)展規(guī)律的角度來(lái)看,兩個(gè)相鄰教育階段的課程,都應(yīng)具有整體性、連貫性和序進(jìn)性,這是任何一門(mén)學(xué)科教育都必須秉承的原則。因此,中學(xué)階段的語(yǔ)文閱讀學(xué)習(xí)也要由淺入深,從簡(jiǎn)至繁,循序漸進(jìn)。這條原則體現(xiàn)在具體教學(xué)實(shí)踐中,就是教育者要明確每階段課程目標(biāo),根據(jù)學(xué)生的起點(diǎn)能力和認(rèn)知水平有針對(duì)性地設(shè)計(jì)具體適切的教學(xué)目標(biāo),再以目標(biāo)為導(dǎo)向開(kāi)展閱讀教學(xué)活動(dòng)。據(jù)論文寫(xiě)作前期對(duì)本地區(qū)高一年級(jí)師生問(wèn)卷調(diào)查的數(shù)據(jù)顯示,高一新生對(duì)高中語(yǔ)文閱讀教學(xué)存在一定程度的不適應(yīng),該現(xiàn)象將影響語(yǔ)文閱讀的后續(xù)學(xué)習(xí)。因此,閱讀教學(xué)銜接是一線教師必須關(guān)注的課程問(wèn)題。鑒于單純針對(duì)初高中閱讀教學(xué)銜接的研究較少,閱讀教學(xué)銜接大多作為局部相關(guān)的內(nèi)容出現(xiàn)在初高中語(yǔ)文教學(xué)整體銜接的研究中,并且針對(duì)初高中閱讀教學(xué)銜接給予具體指導(dǎo)的研究成果更少,本文將從問(wèn)卷調(diào)查入手進(jìn)行研究,希望能在前人的基礎(chǔ)上完善不足。論文通過(guò)對(duì)寫(xiě)作前期學(xué)生與教師問(wèn)卷調(diào)查數(shù)據(jù)的分析,總結(jié)當(dāng)前本地區(qū)初高中閱讀教學(xué)銜接的現(xiàn)狀,并以教育課程理論作為依據(jù),從教學(xué)和學(xué)生兩個(gè)方面進(jìn)行因素分析,盡可能具體論述高中閱讀教學(xué)應(yīng)如何在課程目標(biāo)、課堂教學(xué)、教師理念、學(xué)生的非智力因素和學(xué)習(xí)方法等方面進(jìn)行銜接,以幫助高中新生提升閱讀學(xué)習(xí)效能,順利適應(yīng)高中語(yǔ)文閱讀學(xué)習(xí)。全文分為四大部分:第一部分首先對(duì)初高中語(yǔ)文閱讀教學(xué)銜接概念進(jìn)行闡述,對(duì)研究的理論依據(jù)進(jìn)行說(shuō)明。第二部分對(duì)初高中閱讀教學(xué)銜接現(xiàn)狀進(jìn)行問(wèn)卷調(diào)查,分別從高中學(xué)生和教師的角度進(jìn)行調(diào)查與統(tǒng)計(jì)分析,總結(jié)初高中閱讀教學(xué)銜接的現(xiàn)狀和問(wèn)題所在。第三部分對(duì)調(diào)查得出的影響初高中語(yǔ)文閱讀教學(xué)銜接的因素從教師、學(xué)生的角度做出分析與整合。第四部分從教學(xué)實(shí)際出發(fā),針對(duì)第三部分所論及銜接問(wèn)題及原因提出具體銜接實(shí)施建議。
[Abstract]:From the perspective of the law of cognitive development, the curriculum of the two adjacent stages of education should be holistic, coherent and progressive, which is the principle that any subject education must uphold. Therefore, the middle school language reading learning should be from simple to complex, step by step. This principle is embodied in the concrete teaching practice, that is, educators should clearly define the curriculum objectives of each stage and design specific and appropriate teaching objectives according to the students' starting ability and cognitive level. Then the goal-oriented reading teaching activities. According to the data of the questionnaire survey on the teachers and students in the first grade of senior high school in the early stage of writing the paper shows that the freshmen of senior high school do not adapt to the teaching of Chinese reading in high school to a certain extent and this phenomenon will affect the follow-up study of Chinese reading. Therefore, the link of reading teaching is the first line teachers must pay attention to the curriculum. In view of the fact that there are few researches on the cohesion of middle and high school reading teaching, the cohesion of reading teaching mostly appears as part of the relevant content in the study of the overall cohesion of Chinese teaching in middle and high schools. And for the junior high school reading teaching to give specific guidance to the research results less, this paper will start with a questionnaire study, hoping to improve on the basis of previous deficiencies. Based on the analysis of the questionnaire survey data between students and teachers in the early stage of writing, this paper summarizes the current situation of the link between middle and high school reading teaching in this area, and analyzes the factors from the two aspects of teaching and students on the basis of the educational curriculum theory. As far as possible, this paper discusses how the reading teaching in senior high school should be connected in the aspects of curriculum objectives, classroom teaching, teachers' ideas, students' non-intellectual factors and learning methods, so as to help the senior high school freshmen to improve their reading learning efficiency. Smooth adaptation to high school Chinese reading learning. The thesis is divided into four parts: the first part expounds the concept of cohesion in middle and high school Chinese reading teaching and explains the theoretical basis of the study. The second part carries on the questionnaire survey to the middle and high school reading teaching cohesion situation, carries on the investigation and the statistical analysis separately from the high school student and the teacher's angle, summarizes the middle and high school reading teaching cohesion present situation and the question lies. The third part analyzes and integrates the factors that affect the cohesion of Chinese reading teaching in middle and high schools from the angles of teachers and students. The fourth part is based on the teaching practice, and puts forward some practical suggestions on the problems and reasons of cohesion discussed in the third part.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.33

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 楊迪;;初高中語(yǔ)文教學(xué)銜接的問(wèn)題及其對(duì)策[J];讀與寫(xiě)(教育教學(xué)刊);2015年09期

2 謝晉;;初高中語(yǔ)文學(xué)習(xí)比較分析[J];語(yǔ)數(shù)外學(xué)習(xí)(高中語(yǔ)文教學(xué));2014年04期

3 熊建群;;初高中語(yǔ)文閱讀教學(xué)銜接對(duì)策[J];新課程(教育學(xué)術(shù));2012年04期

4 梅永強(qiáng);;淡出與化入——關(guān)于初、高中語(yǔ)文教學(xué)的無(wú)縫銜接[J];貴州教育;2011年21期

5 楊少艷;;初高中文言文教學(xué)銜接的研究[J];福建論壇(社科教育版);2011年07期

6 李婧姝;;淺談初高中語(yǔ)文教學(xué)的銜接對(duì)策[J];佳木斯教育學(xué)院學(xué)報(bào);2011年03期

7 魏雋毅;;高中語(yǔ)文有效教學(xué)模式初探[J];文教資料;2009年11期

8 白晉榮;;關(guān)于遷移理論的幾點(diǎn)思考[J];心理科學(xué);2007年06期

9 周紅軍;;步入愉快、有效的高中學(xué)習(xí)——由新課程背景下初高中語(yǔ)文學(xué)習(xí)的過(guò)渡談初高中學(xué)習(xí)銜接[J];中小學(xué)心理健康教育;2007年18期

10 杭詠梅;;高初中語(yǔ)文知識(shí)點(diǎn)的脫節(jié)現(xiàn)象分析及對(duì)策[J];宿州教育學(xué)院學(xué)報(bào);2006年04期

相關(guān)碩士學(xué)位論文 前10條

1 梅婕;基于初、高中教學(xué)差異的文言文銜接教學(xué)策略研究[D];魯東大學(xué);2016年

2 賈思琪;初高中語(yǔ)文教學(xué)銜接研究[D];沈陽(yáng)師范大學(xué);2016年

3 汪澄;初高中銜接議論文閱讀教學(xué)研究[D];蘇州大學(xué);2016年

4 李丹;初高中語(yǔ)文銜接問(wèn)題研究[D];福建師范大學(xué);2015年

5 劉思思;人教版初高中語(yǔ)文教科書(shū)課后練習(xí)銜接研究[D];河北師范大學(xué);2015年

6 唐振杰;初、高中古詩(shī)詞教學(xué)的銜接問(wèn)題初探[D];遼寧師范大學(xué);2015年

7 劉月;初高中語(yǔ)文教學(xué)銜接研究[D];四川師范大學(xué);2014年

8 李莉;初高中語(yǔ)文學(xué)科教學(xué)銜接研究[D];天津師范大學(xué);2014年

9 李梓含;初高中語(yǔ)文教材的銜接研究[D];遼寧師范大學(xué);2013年

10 劉倩;初高中語(yǔ)文閱讀教學(xué)銜接的實(shí)踐研究[D];遼寧師范大學(xué);2012年

，

本文編號(hào)：2344697