初中语文文学作品的多元解读教学策略研究

发布时间：2018-04-03 00:35

本文选题：初中语文　切入点：文学作品　出处：《鲁东大学》2015年硕士论文

【摘要】：文学作品阅读教学在初中语文教学中具有重要地位。由于文学作品具有多义性，，开放性等特点，读者的知识经验，审美情趣也千差万别，因此，对同一文本的解读常常会出现不同的答案，这就形成了文学作品的多元解读。这种多元解读现象常常也会体现在初中文学作品的阅读教学中。具体来说，新课改以前的语文教学常常唯标准答案，没有多元解读；新课改以后的语文教学倡导多元解读，但有时又出现了过度解读，多元无界的现象。因此，如何运用多元解读理论指导语文阅读教学，已经成为当前语文阅读教学中值得研究的一个重要问题。本文拟在厘清多元解读及其相关概念内涵的基础上，重点围绕初中的文学作品阅读教学展开，从不同类型的文学作品在解读时的不同方面切入，通过具体教学案例来探讨初中语文文学作品多元解读的教学策略，以期对当前中学语文文学作品的阅读教学能有所贡献。全文包括三个部分：第一章多元解读概述。对于多元解读的概念做出了阐述，并通过梳理国内外多元解读的理论成果，发现当前在多元解读领域的成就以及问题。通过研究发现对于多元解读的理论成果丰富，但对于如何将多元解读理论与语文阅读教学相结合的教学建议涉及较少，因此在这一部分从初中语文文学作品、初中生、以及新课标三个方面提出了文学作品教学需要多元解读的的观点。第二章当前初中文学作品教学多元解读存在的问题。这一部分从文本解读的角度出发，通过深入实际语文阅读教学的课堂，提出当前文本解读上存在的一些误区和不足，主要包括文本解读的缺失和偏差、单一解读、过度解读三个方面。第三章初中文学作品的多元解教学策略。这也是本文的重点，首先教师要提高文本解读能力，其次做好文学作品解读前的准备，作品解读过程与阅读理解技巧相结合，作品解读后的评价工作，将课堂教学的顺序与多元解读相结合，通过具体的教学案例来提出切实可行的教学策略。
[Abstract]:Reading teaching of literary works plays an important role in junior middle school Chinese teaching.Because the literary works have the characteristics of polysemy and openness, the readers' knowledge and experience, and aesthetic tastes vary widely, therefore, the interpretation of the same text often has different answers, which forms the multiple interpretation of the literary works.This phenomenon is often reflected in the reading teaching of literary works in junior high school.Specifically, Chinese teaching before the new curriculum reform often only standard answers, there is no multi-interpretation; after the new curriculum reform, the Chinese teaching advocates multi-interpretation, but sometimes there is over-interpretation, multi-boundless phenomenon.Therefore, how to use the theory of multiple interpretation to guide the teaching of Chinese reading has become an important issue worth studying in the current teaching of Chinese reading.On the basis of clarifying the connotation of multiple interpretation and its related concepts, this paper focuses on reading teaching of literary works in junior high school, and cuts into different aspects of interpretation of different types of literary works.This paper discusses the teaching strategies of reading Chinese literature works in junior high school through concrete teaching cases in order to contribute to the reading teaching of Chinese literature works in middle schools.The full text consists of three parts:The first chapter is an overview of multiple interpretations.This paper expounds the concept of pluralistic interpretation, and finds out the achievements and problems in the field of pluralistic interpretation by combing the theoretical achievements of pluralistic interpretation at home and abroad.Through the research, it is found that the theory of multiple interpretation is rich, but there are few suggestions on how to combine the theory of multiple interpretation with the teaching of Chinese reading. Therefore, in this part, from the junior high school Chinese literature works, junior high school students,And three aspects of the new curriculum standard put forward the point of view that the teaching of literary works needs multiple interpretation.The second chapter is about the problems existing in the multiple interpretation of literary works teaching in junior high school.This part from the perspective of text interpretation, through the actual Chinese reading teaching classroom, put forward the current text interpretation of some errors and deficiencies, mainly including text interpretation of the lack and deviation, a single interpretation,Excessive interpretation of three aspects.The third chapter is the teaching strategy of multiple interpretation of junior high school literature works.This is also the key point of this paper. First, teachers should improve their reading ability, secondly, they should prepare for the interpretation of literary works, combine the process of interpretation with the skills of reading comprehension, and evaluate the works after interpretation.Combining the order of classroom teaching with multiple interpretations, practical teaching strategies are put forward through specific teaching cases.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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