初中说明文教学的问题生成及其有效应对

发布时间：2018-03-27 12:19

本文选题：初中　切入点：说明文教学　出处：《湖南师范大学》2015年硕士论文

【摘要】：说明文作为语文教材中传播科普知识的载体,是“以说明为主要表达方式,对客观事物或事理进行介绍或解说的一种文体,它在日常生活中有着广泛的应用,在初中教材中具有重要的地位和价值。”①说明文以科学语言的严密性和规范性的基本特点,充分体现了语文学科的实用性和工具性,对提高学生的认知思考能力和阅读写作技能,具有重要的意义。教学说明文作为发展学生科学知识和实践技能的有效手段,是语文课堂教学中师生共同构建的动态过程,是实现科学教学理念的平台,促使学生科学认识事物的特征属性,形成规范严谨的逻辑思维。然而说明文教学一直是初中语文教学中难以突破的瓶颈,教师片面强调说明文说明方法和文体知识的传授,忽视说明文所体现的自然美、智慧美、语言美、形象美等,以及在教学过程中出现的预设之外的教学问题措手不及,极大地影响了学生的学习兴趣,未能充分地体现出教学说明文的价值意义。本文从初中说明文教学角度解析生成问题,根据新课标的教学要求,充分剖析说明文教学现状中存在的问题,选取人教版、北师大版、苏教版初中语文教材中说明文教学实例,以个性化的生成问题,重新审视说明文教学中教学目标、教学重难点、教学内容、教学方法之间的谐美发展,让教师通过充分有效地规划课堂教学,在不同的教学情境中,有效地处理生成问题,提高说明文教学的教学效率,为语文课堂教学的健康多元发展,提供建议。第一部分,对初中说明文静态文体特征导致的生成问题的类型进行探究,从内容特征、知识介绍、表述特点和图文配合角度,分析说明文教学课堂中出现的典型问题类型,为解决说明文教学中“因意忘词”、“以术代言”、“用究替解”、“重图轻文”问题做好铺垫。第二部分,对初中说明文动态教学可能生成的问题类型进行探究,从知识差异、关注重点差异、质疑问难、兴趣驱使等角度,分析说明文动态课堂教学中出现的典型问题类型,为解决说明文教学中“挑战教师功底”、“无视教师存在”、“逆袭教师设计”、“背离教师预设”问题做好铺垫。第三部分,针对说明文教学中的生成问题,提出有效的应对策略。拓宽教师的知识储备渠道,积累丰富的教学经验和科学知识,掌握说明文教学课堂的话语主动权;瞄准阅读理解目标,坚守说明文教学的底线;预估静态生成问题,预设针对性的教学流程;正视动态生成问题,相机采用顺水推舟策略,从而进一步完善学生的科学知识结构的建构过程,充分地发挥说明文的科学价值。
[Abstract]:As the carrier of spreading popular science knowledge in Chinese teaching materials, narrative text is a kind of style which introduces or interprets objective things or principles by taking explanation as the main way of expression, and it is widely used in daily life. It has an important position and value in junior high school teaching materials. "1 the narration fully embodies the practicability and instrumentality of the Chinese subject and improves the students' cognitive thinking ability and reading and writing skills by the basic characteristics of the strictness and normality of scientific language." As an effective means to develop students' scientific knowledge and practical skills, it is the dynamic process that teachers and students build together in Chinese classroom teaching, and it is the platform to realize the scientific teaching idea. This paper urges students to understand the characteristic attributes of things scientifically and form a standardized and rigorous logical thinking. However, the teaching of narrative text has always been a bottleneck difficult to break through in junior high school Chinese teaching. Ignoring the natural beauty, wisdom beauty, language beauty, image beauty and so on, as well as the teaching problems which appear in the course of teaching, have greatly affected the students' interest in learning. This paper analyzes the generation problem from the perspective of junior high school narrative text teaching, according to the teaching requirements of the new curriculum standard, fully analyzes the problems existing in the teaching situation of the narrative text teaching, and selects the personal teaching edition. The teaching examples of narrative text in the junior middle school Chinese teaching materials of Peking normal University and Soviet Education Edition are used to re-examine the teaching objectives, difficulties, contents and methods of teaching in the course of teaching in the light of the problem of individualized generation, and the harmonious and beautiful development between the teaching contents and teaching methods. Let teachers effectively plan classroom teaching, deal with the problem of generation effectively in different teaching situations, improve the teaching efficiency of narrative text teaching, and provide suggestions for the healthy and pluralistic development of Chinese classroom teaching. This paper probes into the types of generating problems caused by the static stylistic features of narrative texts in junior high school. From the aspects of content features, knowledge introduction, expression characteristics and the cooperation of pictures and texts, the typical types of problems in the teaching of narrative texts are analyzed. In order to solve the problems of "forgetting words because of intention", "using technical endorsement", "using research instead of understanding" and "attaching importance to drawing and neglecting text" in the teaching of narrative text, the second part explores the possible types of problems which may be generated in the dynamic teaching of narrative text in junior high school, and explores the differences of knowledge. Focusing on the key differences, questioning difficult questions, interest driven and other angles, this paper analyzes the typical types of problems in dynamic classroom teaching. In order to solve the problems of "challenging the teacher's merit", "ignoring the teacher's existence", "attacking the teacher's design" and "deviating from the teacher's presupposition" in the teaching of narrative text, the third part, aiming at the problem of generating in the teaching of narrative text, Effective coping strategies should be put forward, such as broadening the channel of teachers' knowledge reserve, accumulating rich teaching experience and scientific knowledge, mastering the initiative of discourse in narrative teaching class, aiming at reading comprehension goal and sticking to the bottom line of narrative teaching. In order to further perfect the construction process of the students' scientific knowledge structure and give full play to the scientific value of the narrative text, the problem of static generation is predicted, the teaching flow is preset, and the dynamic generation problem is faced squarely.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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