语文教师散文文本解读研究

发布时间：2018-05-10 20:04

本文选题：专业性 + 体式　；参考：《青海师范大学》2015年硕士论文

【摘要】：教师解读文本是语文阅读教学赖以存在的前提,而散文又是中学教学的主导文类,所以教师对散文文本的解读显得尤为重要。而“教师”这一特殊角色,不同于一般读者,需要对散文文本进行“专业”解读。但是,目前教师对散文文本解读存在“文体意识淡薄”、“学情分析不够具体、到位”、“未着眼于作者主体”等问题,导致散文文本解读不到位,从而对教学产生影响,如教学目标被架空,教学内容的合宜性不足。因此本文试图从教师解读散文文本的“专业性”方面来探讨教师如何解读散文文本:一方面教师应深层次地解读文本,防止在文本表层内容上滑行、打转,重复学生一望而知的内容;另一方面教师不仅仅是单纯的“读者”,而要从“新课标”、“编者”、“作者”、“学情”等角度进行解读,更要立足于教学的角度来解读文本,主要体现在教学目标的确定、教学内容的选择以及合理地设计教学上:一、教学目标的确定:散文有自身的审美特性,把握散文教学追求“悟意审美”的特点来确定散文教学目标的大方向,并依据散文自身的体式、语体、两栖性等体式特点以及以及对学生学情的分析来确定具体的教学目标;二、教学内容内容的选择:立足于作者主体,关注作者独特的情感表达以及个性化的语言表达等都可以作为教学内容,另外,通过对具体学情的分析,教师可以明了学生阅读文本时可能会出现的阅读障碍、困难,文章的关键点、紧要处等也可以成为教学内容;三、合理地设计教学,根据教学目标和教学内容,设计几个“主问题”带动全文的阅读和理解,并合理安排教学活动。综合上述内容设计的四步解读法可以帮助教师对散文文本进行深层细致的解读,试图揭示文本所隐含的深层奥秘,使教师在面对文本时,不再迷茫无措,从而更快、更准确地把握文本所要传达的信息,更加合理、巧妙地安排接下来的教学内容和教学活动。
[Abstract]:The teacher interprets the text is the language reading teaching existence premise, but the prose is the middle school teaching dominant text class, therefore the teacher to prose text interpretation appears to be particularly important. However, the special role of "teacher" is different from that of ordinary readers, so it is necessary to interpret prose texts "professionally". However, at present, there are some problems in the interpretation of prose text, such as "weak sense of style", "analysis of learning situation is not specific and in place", "not focusing on the author", which leads to the lack of interpretation of prose text, which has an impact on teaching. If the teaching objective is set up, the content of the teaching is inadequate. Therefore, this paper attempts to explore how teachers interpret prose texts from the perspective of teachers'"professionalism" in interpreting prose texts: on the one hand, teachers should read the texts in depth to prevent them from sliding and turning on the surface of the text. On the other hand, teachers should interpret the text from the angle of "new curriculum standard", "editor", "author", "learning feeling" and so on. It is mainly reflected in the determination of teaching objectives, the choice of teaching contents and the reasonable design of teaching: first, the determination of teaching objectives: prose has its own aesthetic characteristics, Grasp the characteristics of prose teaching in pursuit of "aesthetic understanding" to determine the general direction of prose teaching objectives, and based on the prose itself style, amphibious and other types of characteristics and the analysis of students' learning situation to determine the specific teaching objectives; Second, the choice of teaching content: based on the author's main body, focusing on the author's unique emotional expression and individualized language expression can be taken as the teaching content. In addition, through the analysis of the specific learning situation, Teachers can understand the reading obstacles, difficulties, the key points and the key points of the article, which can also become the content of the teaching. Third, reasonably design the teaching, according to the teaching goal and the teaching content, Design several "main problems" to promote the reading and understanding of the full text, and reasonable arrangement of teaching activities. The four-step interpretation method of synthesizing the above content design can help teachers to interpret the prose text deeply and meticulously, and try to reveal the deep mystery of the text, so that the teacher can not be confused when facing the text, so that it will be faster. More accurately grasp the text to convey the message, more reasonable, clever arrangement of the next teaching content and teaching activities.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

【相似文献】