图式理论视域下的中学文言文教学

发布时间：2018-04-01 20:20

本文选题：图式理论　切入点：文言文教学　出处：《陕西师范大学》2015年硕士论文

【摘要】：经多年来对一线教学观察与实践的总结,语文教育教学中文言文教学所出现的问题与困惑一直拖缓着文言文教学改革的节奏。尽管以素质教育为核心的新一轮的教育改革已在中国开展达十年有余,但是文言文教学并未能如现代文阅读教学、写作教学般取得可观的改善。并且随着教育改革的逐步深入,我们发现文言文教学的改革方式与目标一直困惑着许多一线教师。问题的长期困扰,导致部分的一线教师在文言文教学过程中产生了盲从感,即教学方式与教学策略改革的无序与慌乱。既未能缓解文言教学在困境中徘徊的局面,亦对其改革的探索加深了多方的质疑。随着图式理论在文言文教学中的介入,文言文教学出现了在新的方法论体系下进行自我建构完善的契机。文言文阅读就是学生已有认知结构即旧图式与文言文中新知识相互关联、作用的过程,并对旧图式进行调整、补充、丰富、完善,以形成新图式。也就是皮亚杰所说的内部同化与顺应的功能性平衡的复杂过程。文言文教学过程中教师要有效地启发、引导、助力学生激活头脑中的图式,将新知融入到已有知识结构中,形成新的图式,完成对新知的顺应,促使学生更快更好地修正并丰富头脑中的图式。由此可见,用图式理论指导文言文教学必将对学习效率产生积极作用。本篇文章由以下四个部分构成：第一部分,笔者从论述缘起、问题的引出、当前国内外研究现状几个方面进行必要的介绍说明；第二部分,从图式理论、文言文教学概念的界进行论述定、历史发展的追溯,以及文言文教学中所存在的问题,并从宏观历史背景的角度对文言文教学问题中凝练出部分可供问题解决的方法；第三部分,在这一部分,主要对图式理论在文言文教学中的应用进行了较为细致而深入的探讨。一方面以教师的视角,从教师具体教学中的教学准备图式、课堂教学的操作图式、教学反馈图式为要义进行探究；另一方面从学生的角度,从文言文学习的预习图式、课堂学习图式、课后反馈图式为中心进行,其中,在课堂学习图式的分析中,在加涅学习结果理论的指导下,将学生的课堂学习图式分为：言语信息的学习图式、认知策略的学习图式、智力技能的学习图式、态度的建构图式以及动作技能的学习图式。第四部分,是对图式理论在教学中的进一步实践进行了相关的探讨,依旧从教学的双主体角度出发,对图式在文言文教与学的介入中,进行实际效用的陈述。
[Abstract]:After many years of teaching observation and practice, the problems and puzzles in classical Chinese teaching have been slowing down the reform of classical Chinese teaching.Although a new round of education reform with quality education as the core has been carried out in China for more than ten years, classical Chinese teaching has not made significant improvement as modern reading teaching and writing teaching.The problem has been troubled for a long time, which leads some teachers in the teaching process of classical Chinese to have a sense of blindness, that is, the disorder and confusion in the reform of teaching methods and teaching strategies.It can not only alleviate the dilemma of classical Chinese teaching, but also deepen the inquiry of its reform.With the intervention of schema theory in the teaching of classical Chinese, the teaching of classical Chinese has the opportunity of self-construction and perfection under the new methodology system.Classical Chinese reading is the process of students' existing cognitive structure, that is, the old schema and the new knowledge in classical Chinese, are related to each other, and the old schema is adjusted, supplemented, enriched and perfected in order to form a new schema.This is what Piaget calls the complex process of functional balance between internal assimilation and adaptation.In the process of classical Chinese teaching, teachers should effectively enlighten, guide and help students activate schemata in their minds, integrate new knowledge into the existing knowledge structure, form new schemata, and complete the adaptation to new knowledge.Encourage students to modify and enrich schemata faster and better.It can be seen that teaching classical Chinese with schema theory will play a positive role in learning efficiency.This article is composed of the following four parts: the first part, the author from the origin of the discussion, the introduction of the problem, the current domestic and foreign research status of several aspects of the necessary introduction, the second part, from the schema theory,The definition of classical Chinese teaching is discussed, the historical development is traced back, and the problems existing in the teaching of classical Chinese are discussed, and the methods for solving the problems in classical Chinese teaching are condensed out from the angle of macroscopic historical background.The third part mainly discusses the application of schema theory in classical Chinese teaching.On the one hand, from the teacher's perspective, from the teacher's specific teaching preparation schema, classroom teaching operation schema, teaching feedback schema as the main meaning; on the other hand, from the perspective of students, from the classical Chinese learning preview schema,In the analysis of classroom learning schema, under the guidance of Garner's learning result theory, students' classroom learning schema can be divided into: learning schema of speech information.Learning schemata of cognitive strategies, learning schemata of intellectual skills, constructing schemata of attitude and learning schemata of action skills.In the fourth part, the author discusses the further practice of schema theory in teaching, and states the actual utility of schema in the process of classical Chinese teaching and learning from the angle of double subject.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

【共引文献】