【摘要】：古詩(shī)詞教學(xué)是語(yǔ)文教學(xué)的重要組成部分�；诓煌慕虒W(xué)目標(biāo),當(dāng)下初、高中古詩(shī)詞教學(xué)呈現(xiàn)出斷裂之勢(shì),給中學(xué)古詩(shī)詞教學(xué)帶來(lái)了諸多負(fù)面影響。因此要推進(jìn)中學(xué)古詩(shī)詞教學(xué),必須從系統(tǒng)論的視角出發(fā),深入探討如何將不同學(xué)段的古詩(shī)詞教學(xué)課程設(shè)計(jì)成一個(gè)系統(tǒng)性的體系,以達(dá)到對(duì)初、高中古詩(shī)詞教學(xué)無(wú)縫銜接的目的。論文的緒論部分對(duì)涉及初、高中古詩(shī)詞銜接教學(xué)的研究成果和現(xiàn)狀從總體上進(jìn)行了介紹,指出了本論文的研究意義、研究目標(biāo)和研究?jī)?nèi)容。論文第一章,依據(jù)初、高中《語(yǔ)文新課程標(biāo)準(zhǔn)》、《考試大綱》和初、高中語(yǔ)文教材,比較分析了初、高中古典詩(shī)詞教學(xué)目標(biāo)及教學(xué)內(nèi)容的區(qū)別和聯(lián)系,教學(xué)方法的區(qū)別和聯(lián)系,新課標(biāo)下初、高中古詩(shī)詞考點(diǎn)和分值的不同特點(diǎn),展現(xiàn)了學(xué)生初、高中古典詩(shī)詞學(xué)習(xí)的現(xiàn)狀。論文第二章,圍繞初、高中語(yǔ)文老師教學(xué)方法和銜接意識(shí)的缺失、學(xué)生心理認(rèn)知和學(xué)習(xí)方法的差異兩個(gè)層面,分析了造成當(dāng)前初、高中古詩(shī)詞教學(xué)斷裂的主要原因。論文第三章,在明確初、高中古詩(shī)詞的不同教學(xué)目標(biāo)及其銜接點(diǎn),厘清初、高中兩個(gè)不同學(xué)段在古詩(shī)詞考核上對(duì)學(xué)生能力的不同要求,分析初、高中教材所選詩(shī)詞知識(shí)點(diǎn)的共性及差異性、知識(shí)點(diǎn)的重合度及差異度等問(wèn)題的基礎(chǔ)上,初步探討了初、高中古詩(shī)詞銜接教學(xué)體系的構(gòu)建問(wèn)題。論文第四章,剖析了幾種能直接影響學(xué)生對(duì)古詩(shī)詞知識(shí)的完整接受及其審美能力的生成或建構(gòu)的主要教學(xué)理念,它們包括:古詩(shī)詞教學(xué)篇目的整體規(guī)劃;古詩(shī)詞教學(xué)細(xì)節(jié)的主動(dòng)遴選;古詩(shī)詞內(nèi)容的貫通性理解;古詩(shī)詞教學(xué)方式的系統(tǒng)整合,等。論文第五章,就如何銜接初、高中古詩(shī)詞教學(xué)提出了若干具體方法。論文認(rèn)為,通過(guò)“文本背景”分析中的勾連,“審美意象”闡釋中的對(duì)比與拓展,文本主旨的會(huì)通性分析,表現(xiàn)手法上的對(duì)比性分析,以及詩(shī)眼、詞眼的比較性分析等具體方法的恰當(dāng)運(yùn)用,將能實(shí)現(xiàn)初、高中古詩(shī)詞教學(xué)從“消極”銜接到“主動(dòng)”銜接的有效轉(zhuǎn)變。
[Abstract]:Ancient poetry teaching is an important part of Chinese teaching. Based on different teaching objectives, the teaching of ancient poetry in senior high school shows a tendency of rupture at the beginning of present time, which has brought many negative effects to the teaching of ancient poetry in middle school. Therefore, in order to promote the teaching of ancient poetry in middle schools, it is necessary to probe into how to design the teaching curriculum of ancient poetry in different learning sections into a systematic system from the perspective of system theory, in order to achieve the goal of seamless connection between the teaching of ancient poetry and ci in the beginning of senior high school. The introduction part of the paper introduces the research results and present situation of the primary and senior high school ancient poetry cohesion teaching, and points out the research significance, research goal and research content of this paper. The first chapter of the thesis, according to the "New Curriculum Standards of Chinese", "examination syllabus" and "Junior", the paper compares and analyzes the differences and connections between the teaching objectives and teaching contents of classical poetry in junior high school. The differences and connections of teaching methods, the different characteristics of the test sites and scores of ancient poetry in senior high school at the beginning of the new curriculum, show the present situation of the students' learning of classical poetry in the beginning and the middle school. The second chapter focuses on the lack of teaching methods and cohesion consciousness of senior high school Chinese teachers, and the differences between students' psychological cognition and learning methods, and analyzes the main reasons that lead to the breaking of the teaching of ancient poetry in senior high school. In the third chapter, the author clarifies the different teaching objectives and the connecting points of the ancient poetry in senior high school, clarifies the different demands on the students' ability in the examination of the ancient poetry in the two different learning sections of the senior high school, and analyzes the beginning of the article. On the basis of the generality and difference of the knowledge points of the poems selected in the senior high school teaching materials, the paper discusses the construction of the teaching system of the linking up of the ancient poetry and ci in the senior high school on the basis of such problems as the coincidence degree and the difference degree of the knowledge points. In the fourth chapter, the author analyzes several main teaching concepts which can directly affect the students' complete acceptance of ancient poetry and their aesthetic ability, including: the overall planning of the teaching contents of ancient poetry; The active selection of the teaching details of ancient poetry, the understanding of the content of ancient poetry, the systematic integration of the teaching methods of ancient poetry, etc. In the fifth chapter, the author puts forward some concrete methods on how to link up with the teaching of ancient poetry in senior high school. The paper holds that, through the analysis of the text background, the contrast and expansion of the interpretation of the aesthetic image, the analysis of the understanding of the text's main theme, the comparative analysis of the expression technique, and the poetic eye, the thesis points out that: (1) The proper use of concrete methods such as comparative analysis of ci eyes can realize the effective transformation from "negative" to "active" cohesion in the teaching of ancient poetry in senior high school.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.3

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