中學(xué)語文批判性閱讀教學(xué)研究
發(fā)布時間：2019-05-06 09:39
【摘要】：批判性思維作為一種思維方式一直受到以美、英為代表的西方國家的高度重視,與之相關(guān)的一些課程也被納入到國家的教育課程體系之中。批判性閱讀是歐美閱讀課堂上教育者非常強調(diào)的一種閱讀方式,批判性閱讀教學(xué)是一種強調(diào)讓學(xué)生學(xué)會提出問題、分析問題進而解決問題的教學(xué)方式。目前,在我國以北京青年政治學(xué)院為代表的一些高校開設(shè)了與批判性思維相關(guān)的課程,以谷振詣為代表的一些高校教師從邏輯學(xué)等學(xué)科出發(fā)主要對批判性思維的理論內(nèi)涵及相應(yīng)實際生活案例做研究分析。在中學(xué)語文教學(xué)中,以余黨緒為代表的一批語文教育界老師對批判性思維及批判性閱讀教學(xué)不斷進行深入探討。如余黨緒從教材和教學(xué)方面以思辨性讀寫為挖掘點做了近10年的理論與實踐上的研究,探索語文教改的真正途徑。從語文教育角度來看,要培養(yǎng)學(xué)生擁有高素質(zhì)的核心素養(yǎng),語文閱讀教學(xué)方面擔負著重大的責任。而在我們所強調(diào)的學(xué)生應(yīng)當具備的核心素養(yǎng)中,學(xué)生的科學(xué)精神是相對薄弱的方面,學(xué)生在理性思維、批判質(zhì)疑、勇于探索等方面有很大的提升空間。批判性閱讀教學(xué)則是培養(yǎng)學(xué)生這些能力的好的途徑,讓閱讀的過程不僅要學(xué)生掌握基本的整體感知、初步理解等較淺顯的能力,更重要的是促進學(xué)生對文本的內(nèi)容和形式進行相應(yīng)的分析、判斷、推論,從而形成個人有理有據(jù)的觀點。而從筆者問卷調(diào)查的數(shù)據(jù)結(jié)果顯示來看,學(xué)生在閱讀課堂上所體現(xiàn)出來的批判性閱讀的能力并不如人意。因此,語文教師在引領(lǐng)和培養(yǎng)學(xué)生的問題意識,獨立思考和判斷,多角度、辯證地分析做出選擇和決定等理性思維的批判質(zhì)疑精神能力上任重道遠。本論文在學(xué)習(xí)和借鑒閱讀教學(xué)以及批判性思維等方面相關(guān)理論的基礎(chǔ)上,以經(jīng)典文本的批判性閱讀教學(xué)為主要研究對象,從理論探析和具體教學(xué)實踐兩個方面做研究分析。論文共分為四部分:第一部分:從現(xiàn)實教育及當前世界教育發(fā)展的現(xiàn)狀角度介紹了論題提出的緣由并闡述了選題的意義,對批判、批判性思維、批判性閱讀、批判性閱讀教學(xué)等概念進行了相應(yīng)界定與分析。整合分析了批判性閱讀及批判性閱讀教學(xué)的有關(guān)文獻資料,說明了研究思路。第二部分:采取問卷調(diào)查的方式,研究分析中學(xué)生(以高中生為樣本代表)在語文閱讀課堂上所表現(xiàn)出來的批判性思維及批判性閱讀能力。從課標和教材的編寫等方面做出批判性閱讀教學(xué)必要性和可行性的分析并闡述批判性閱讀教學(xué)應(yīng)遵循的教學(xué)原則。第三部分:基于以上內(nèi)容的探討,力圖從批判性閱讀教學(xué)的內(nèi)容策略和批判性閱讀教學(xué)的方法策略兩方面做出相應(yīng)的建議。第四部分:對批判性閱讀教學(xué)相關(guān)工作提出建議,以郭初陽的《套中人》教學(xué)案例做相應(yīng)的案例分析。
[Abstract]:Critical thinking, as a way of thinking, has been attached great importance to by the western countries represented by the United States and Britain, and some related courses have also been incorporated into the national educational curriculum system. Critical reading is a kind of reading style emphasized by educators in reading classes in Europe and America, and critical reading teaching is a teaching method that makes students learn to raise questions, analyze problems and solve problems. At present, some colleges and universities represented by the Beijing Youth Institute of political Science have offered courses related to critical thinking. On the basis of logic and other subjects, some teachers in colleges and universities, represented by Gu Zhenhui, mainly study and analyze the theoretical connotation of critical thinking and the corresponding practical life cases. In middle school Chinese teaching, a group of Chinese education teachers, represented by Yu Dangxu, have been deeply discussing the teaching of critical thinking and critical reading. For example, Yu Dangxu has done theoretical and practical research for nearly 10 years from the aspect of teaching materials and teaching, in order to explore the real way of Chinese teaching reform. From the point of view of Chinese education, the teaching of Chinese reading bears a great responsibility in order to cultivate the students' high-quality core accomplishment. Among the core qualities that students should possess, the students' scientific spirit is relatively weak, and the students have great room for improvement in rational thinking, critical questioning, and dare to explore and so on. Critical reading teaching is a good way to cultivate students' ability to read, so that the process of reading not only requires students to master the basic overall perception, preliminary understanding, and so on. What is more important is to promote students to analyze, judge and infer the content and form of the text so as to form a well-founded point of view. The results of the questionnaire survey show that the students' ability of critical reading in reading class is not satisfactory. Therefore, Chinese teachers have a long way to go in guiding and cultivating students' awareness of problems, independent thinking and judgment, and dialectical analysis of rational thinking, such as making choices and decisions. Based on the related theories of reading teaching and critical thinking, this paper takes the critical reading teaching of classical texts as the main research object, and makes research and analysis from two aspects: theoretical analysis and concrete teaching practice. The thesis is divided into four parts: the first part: from the point of view of the realistic education and the current situation of the world education development, this paper introduces the reasons of the topic and expounds the significance of the topic selection, criticism, critical thinking, critical reading, and so on. The concept of critical reading teaching is defined and analyzed. This paper analyses the literature of critical reading and the teaching of critical reading, and explains the thinking of the research. The second part: a questionnaire survey is used to study and analyze the critical thinking and critical reading ability of middle school students (represented by high school students) in Chinese reading class. This paper makes an analysis of the necessity and feasibility of critical reading teaching from the aspects of curriculum standards and the compilation of teaching materials, and expounds the teaching principles that should be followed in the teaching of critical reading. The third part, based on the discussion of the above contents, tries to make corresponding suggestions from two aspects: the content strategy of critical reading teaching and the method strategy of critical reading teaching. The fourth part puts forward some suggestions on the teaching of critical reading, and analyzes the teaching cases of Guo Chuyang.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.33
本文編號：2470077
[Abstract]:Critical thinking, as a way of thinking, has been attached great importance to by the western countries represented by the United States and Britain, and some related courses have also been incorporated into the national educational curriculum system. Critical reading is a kind of reading style emphasized by educators in reading classes in Europe and America, and critical reading teaching is a teaching method that makes students learn to raise questions, analyze problems and solve problems. At present, some colleges and universities represented by the Beijing Youth Institute of political Science have offered courses related to critical thinking. On the basis of logic and other subjects, some teachers in colleges and universities, represented by Gu Zhenhui, mainly study and analyze the theoretical connotation of critical thinking and the corresponding practical life cases. In middle school Chinese teaching, a group of Chinese education teachers, represented by Yu Dangxu, have been deeply discussing the teaching of critical thinking and critical reading. For example, Yu Dangxu has done theoretical and practical research for nearly 10 years from the aspect of teaching materials and teaching, in order to explore the real way of Chinese teaching reform. From the point of view of Chinese education, the teaching of Chinese reading bears a great responsibility in order to cultivate the students' high-quality core accomplishment. Among the core qualities that students should possess, the students' scientific spirit is relatively weak, and the students have great room for improvement in rational thinking, critical questioning, and dare to explore and so on. Critical reading teaching is a good way to cultivate students' ability to read, so that the process of reading not only requires students to master the basic overall perception, preliminary understanding, and so on. What is more important is to promote students to analyze, judge and infer the content and form of the text so as to form a well-founded point of view. The results of the questionnaire survey show that the students' ability of critical reading in reading class is not satisfactory. Therefore, Chinese teachers have a long way to go in guiding and cultivating students' awareness of problems, independent thinking and judgment, and dialectical analysis of rational thinking, such as making choices and decisions. Based on the related theories of reading teaching and critical thinking, this paper takes the critical reading teaching of classical texts as the main research object, and makes research and analysis from two aspects: theoretical analysis and concrete teaching practice. The thesis is divided into four parts: the first part: from the point of view of the realistic education and the current situation of the world education development, this paper introduces the reasons of the topic and expounds the significance of the topic selection, criticism, critical thinking, critical reading, and so on. The concept of critical reading teaching is defined and analyzed. This paper analyses the literature of critical reading and the teaching of critical reading, and explains the thinking of the research. The second part: a questionnaire survey is used to study and analyze the critical thinking and critical reading ability of middle school students (represented by high school students) in Chinese reading class. This paper makes an analysis of the necessity and feasibility of critical reading teaching from the aspects of curriculum standards and the compilation of teaching materials, and expounds the teaching principles that should be followed in the teaching of critical reading. The third part, based on the discussion of the above contents, tries to make corresponding suggestions from two aspects: the content strategy of critical reading teaching and the method strategy of critical reading teaching. The fourth part puts forward some suggestions on the teaching of critical reading, and analyzes the teaching cases of Guo Chuyang.
【學(xué)位授予單位】：西南大學(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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