【摘要】：留守兒童是因我國經(jīng)濟(jì)快速發(fā)展、大量農(nóng)村剩余勞動力外流而在農(nóng)村產(chǎn)生的特殊的社會群體。隨著進(jìn)城務(wù)工的農(nóng)民工數(shù)量的逐步遞增,這個(gè)特殊群體的數(shù)量也在不斷增加,而這些留守兒童的教育問題也已成為一個(gè)亟待解決的社會問題,因此,筆者將結(jié)合自己所教語文學(xué)科中留守兒童出現(xiàn)問題最突出的語文閱讀能力的培養(yǎng)問題進(jìn)行深一步的調(diào)查與研究,以期在今后的教學(xué)中更有成效的對留守兒童進(jìn)行閱讀能力的培養(yǎng)。本文以筆者所執(zhí)教的西北農(nóng)村學(xué)校的留守兒童為研究對象,通過運(yùn)用文獻(xiàn)法、訪談法及問卷調(diào)查法等研究方法來展開對農(nóng)村留守兒童閱讀能力的培養(yǎng)的研究。全文共分為六個(gè)部分:第一部分是緒論。簡述了筆者選題的意義和此課題目前的研究現(xiàn)狀,及在研究過程中運(yùn)用到的主要的各種研究方法。第二部分是對農(nóng)村留守兒童閱讀能力的培養(yǎng)概述。在這個(gè)部分主要通過對農(nóng)村留守兒童閱讀能力培養(yǎng)的相關(guān)概念進(jìn)行了界定說明,并敘述了農(nóng)村留守兒童閱讀能力培養(yǎng)的現(xiàn)實(shí)意義。根據(jù)農(nóng)村留守兒童的現(xiàn)實(shí)情況,可以看出,對農(nóng)村留守兒童閱讀能力的培養(yǎng)有以下現(xiàn)實(shí)意義:既是根據(jù)新課標(biāo)的要求,勢在必行,也有利于學(xué)生更好的學(xué)習(xí)其他課程,更加有利于學(xué)生的全面發(fā)展和終身發(fā)展。第三部分是對農(nóng)村留守兒童閱讀能力的現(xiàn)狀分析。筆者根據(jù)問卷調(diào)查及具體個(gè)案訪談的結(jié)果,首先概括了農(nóng)村留守兒童閱讀能力的現(xiàn)狀,如:農(nóng)村留守兒童的閱讀量普遍較少,他們的閱讀視野普遍較窄,而且閱讀能力普遍較低,其次筆者結(jié)合哲學(xué)中的內(nèi)因和外因的辯證關(guān)系來探尋了造成農(nóng)村留守兒童閱讀能力現(xiàn)狀的成因。第四部分是根據(jù)前面的分析,筆者結(jié)合自己的教學(xué)實(shí)踐,提出留守兒童閱讀能力培養(yǎng)的途徑,包括四個(gè)方面:一是激發(fā)學(xué)生閱讀興趣,二是指導(dǎo)學(xué)生掌握閱讀方法,三是培養(yǎng)學(xué)生良好的閱讀習(xí)慣,四是教師以身作則的潛移默化。第五部分是根據(jù)筆者的教學(xué)經(jīng)驗(yàn)及嘗試,概括出對留守兒童閱讀能力培養(yǎng)的方法,包括:尋求家長配合,創(chuàng)造閱讀環(huán)境;建立班級圖書角,營造閱讀氛圍;課前小演講,以聽促讀;豐富的課外活動,提供閱讀機(jī)會;以及教師推薦閱讀書目,引導(dǎo)學(xué)生健康閱讀。第六部分是結(jié)語部分。
[Abstract]:Children left behind are a special social group in rural areas due to the rapid economic development and the outflow of a large number of rural surplus labor force. With the increasing number of migrant workers working in cities, the number of this special group is also increasing, and the education of these left-behind children has become a social problem to be solved urgently. The author will carry out a further investigation and research on the training of Chinese reading ability, which is the most prominent problem of left-behind children in the subject of Chinese teaching. In order to improve the reading ability of left-behind children in the future teaching. This paper takes the left-behind children in the northwest rural school as the research object, and through the methods of literature, interview and questionnaire to develop the reading ability of the rural left-behind children. The paper is divided into six parts: the first part is the introduction. This paper briefly introduces the significance of this topic, the present research situation of this subject, and the main research methods used in the course of the research. The second part is an overview of the development of rural left-behind children's reading ability. In this part, the author defines and explains the related concepts of the rural left-behind children's reading ability training, and narrates the practical significance of the rural left-behind children's reading ability training. According to the actual situation of rural left-behind children, we can see that the cultivation of rural left-behind children's reading ability has the following practical significance: not only according to the requirements of the new curriculum, but also conducive to students to learn other courses better. More conducive to the overall development of students and lifelong development. The third part is the analysis of the present situation of the rural left-behind children's reading ability. Based on the results of questionnaires and individual interviews, the author first summarizes the present situation of rural left-behind children's reading ability, such as: rural left-behind children's reading capacity is generally less, their reading vision is generally narrower. Moreover, the reading ability is generally low. Secondly, the author combines the dialectical relationship of internal and external causes in philosophy to explore the causes of the present situation of the rural left-behind children's reading ability. The fourth part is according to the previous analysis, the author unifies own teaching practice, proposed the way which left behind the child to read the ability to develop, including four aspects: first, stimulates the student to read the interest, the second is instructs the student to master the reading method, The third is to cultivate students' good reading habits, and the fourth is to imperceptibly set an example for teachers. The fifth part is based on the author's teaching experience and try to summarize the methods of training the reading ability of left-behind children, including: seeking the cooperation of parents, creating a reading environment, establishing a class book corner, creating a reading atmosphere; Pre- class lectures to promote listening and reading; rich extracurricular activities to provide reading opportunities; and teachers recommend reading bibliography to guide students to read healthily. The sixth part is the conclusion.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.33

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