【摘要】：《義務(wù)教育語文課程標(biāo)準(zhǔn)》(2011年版)指出“閱讀教學(xué)應(yīng)引導(dǎo)學(xué)生鉆研文本,在主動(dòng)積極的思維和情感活動(dòng)中,加深理解和體驗(yàn),有所感悟和思考,受到情感熏陶,獲得思想啟迪,享受審美樂趣�！狈从^初中語文課堂閱讀教學(xué)的現(xiàn)狀與課標(biāo)漸行漸遠(yuǎn)。課堂問題設(shè)計(jì)繁而無序,瑣而無綱的現(xiàn)象比比皆是。滿堂提問的教學(xué)使課堂變得瑣碎冗長。膚淺低幼的提問造成語文課堂“熱鬧”的表象。大量無效的提問流于形式,既浪費(fèi)了寶貴的課堂時(shí)間,同時(shí)造成閱讀教學(xué)的低效。筆者以能對(duì)閱讀教學(xué)起“一線串珠”作用的主問題作為研究對(duì)象,從課堂教學(xué)設(shè)計(jì)角度來進(jìn)行研究。本文分為四個(gè)部分。緒論部分點(diǎn)明了研究的緣起、研究方法和文獻(xiàn)綜述。第一章是有關(guān)閱讀教學(xué)主問題的概述,主要涉及主問題的內(nèi)涵、特征以及價(jià)值意蘊(yùn)。第二章是閱讀教學(xué)主問題的設(shè)計(jì)基點(diǎn)和設(shè)計(jì)類型初探,著重圍繞單個(gè)文本和多個(gè)文本的設(shè)計(jì)類型進(jìn)行闡述。第三章是閱讀教學(xué)主問題實(shí)施策略探究,致力于探求主問題實(shí)施中的課堂立足點(diǎn)以及針對(duì)文學(xué)類和非文學(xué)類文本的主問題進(jìn)行分類的實(shí)踐探索,并在課堂實(shí)施中進(jìn)行反思研究�？傊�,利用主問題進(jìn)行閱讀教學(xué)將有助于培養(yǎng)學(xué)生的感受、理解、欣賞和評(píng)價(jià)的能力,提升學(xué)生的思維品質(zhì),提高學(xué)生的語文素養(yǎng)。因此,利用主問題進(jìn)行閱讀教學(xué)是提高語文閱讀教學(xué)的有效途徑,也是語文課程標(biāo)準(zhǔn)實(shí)施的有力見證。
[Abstract]:The Chinese Curriculum Standard for compulsory Education (2011 Edition) points out that "Reading teaching should guide students to delve into texts, deepen understanding and experience, feel and think, and be influenced by emotion in active thinking and emotional activities. To be enlightened by thought and to enjoy aesthetic pleasure. " On the contrary, the present situation and curriculum standard of Chinese classroom reading teaching in junior middle school are getting farther and farther. Classroom problem design complex and disorderly, trivial and non-dimensional phenomenon abound. Teaching full of questions makes the class trivial and lengthy. Superficial primary-age 's questions caused the Chinese classroom "lively" appearance. A large number of ineffective questions are not only wasted valuable classroom time, but also lead to inefficient reading teaching. The author takes the main problem which can play the role of "first-line string beads" in reading teaching as the research object, and carries on the research from the angle of classroom teaching design. This paper is divided into four parts. The introduction points out the origin of the research, research methods and literature review. The first chapter is an overview of the main problems of reading teaching, mainly related to the connotation, characteristics and value implications of the main problems. The second chapter is the design base point and design type of the main problems in reading teaching, focusing on the design types of single text and multiple texts. The third chapter is the exploration of the implementation strategy of the main problems in reading teaching, which is devoted to the exploration of the classroom foothold in the implementation of the main problems and the practical exploration of the classification of the main problems of literary and non-literary texts, as well as the reflection and research in the implementation of the classroom. In a word, reading teaching with main questions will help to cultivate students' ability of feeling, understanding, appreciating and evaluating, improving students' thinking quality and improving their Chinese literacy. Therefore, the main problem of reading teaching is an effective way to improve the teaching of Chinese reading, but also a strong testimony to the implementation of Chinese curriculum standards.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.33

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本文編號(hào)：2472120