孙绍振阅读教学名作细读理论研究

发布时间：2018-06-26 03:28

本文选题：孙绍振 + 名作细读　；参考：《华中师范大学》2015年硕士论文

【摘要】：阅读教学是语文教学研究的重要范畴,也是语文教学的重点、难点,近年来, 阅读教学存在的不重视文本、不注重学生情感和体验参与的“粗放式阅读”的弊端促使越来越多的学者、教师开始关注“文本细读”。20世纪九十年代中期孙绍振以学者身份投入中学语文教学改革,他敢于质疑,不信权威,为我们提供了鲜少付诸实践的操作方法——错位、还原和比较法。孙绍振在解读文本时注重“贴近自我”,即为文的成功之道是“贴近生活”,“贴近自我”,“深化自我”,“发现自己的感觉,深化自己的感觉,表达自己的感觉,把感觉独特地语词化”①的主张,也大大地更正了一些教师狭隘的教学功利化的观点。他写了大量的著作和论文论及文本细读：《直谏中学语文教学》、《名作细读——微观分析个案研究》、《孙绍振如是解读作品》、《月迷津渡：古典诗词个案微观分析》、《二月春风为什么不能似菜刀》、《真善美的错位》、《文本分析的七个层次》等。孙绍振的这些文字成果不仅有利于深入地认识他的名作细读理论,而且也为中学阅读教学提供了丰富的参考意见。本论文将通过梳理孙绍振文本细读教学的理论来源和价值定位,阐释孙绍振阅读教学名作细读的具体方法,探讨孙绍振文本细读于中学语文阅读教学的启示和实施建议。引言部分,笔者从问题提出的背景、文献综述、研究思路、研究方法四个方面对论文进行整体阐释。为了深入探究孙绍振阅读教学名作细读理论,论文第一章,笔者将从中西文学理论、自我积累和中学教学实践三个维度梳理孙绍振阅读教学名作细读的理论来源以及他细读所坚持的价值定位。孙绍振阅读教学名作细读的方法是孙绍振实施文本细读的基础,因此第二章笔者将重点介绍他的错位、还原、比较法。最后一章主要探讨孙绍振阅读教学名作细读教学的启示和实施建议。总结孙绍振文本细读理论于中学语文阅读教学的影响,并结合调查分析结果,理性思考孙绍振阅读教学名作细读教学方法。
[Abstract]:Reading teaching is not only an important category of Chinese teaching research, but also a key point and difficulty in Chinese teaching. In recent years, reading teaching does not attach importance to text. The malpractice of "extensive reading", which pays no attention to students' emotion and experience participation, has prompted more and more scholars and teachers to begin to pay attention to "text reading". In the mid-1990s, Sun Shaozhen invested himself as a scholar in the reform of Chinese teaching in middle schools. He dares to question, does not believe the authority, has provided us with rarely put into practice the operation method- dislocation, reduction and comparison method. Sun Shaozhen pays attention to "close to himself" when interpreting the text, that is, the way to success is "close to life", "close to oneself", "deepen oneself", "find one's own feelings, deepen one's feelings, express one's feelings." The idea of using the word "1" greatly corrects some teachers' narrow utilitarian point of view. He has written a large number of books and papers on the text of careful reading: "direct remonstrance of Chinese teaching in middle schools", "Fine reading of famous works-a case study of microscopic analysis", "Sun Shaozhen so unscrambling works", "Yuefujindu: a case study of Classical Poems", < 2 Why can't the month spring wind be like a kitchen knife >, "the dislocation of truth, goodness and beauty", "seven levels of text analysis", etc. Sun Shaozhen's works are not only helpful to understand his theory of fine reading, but also provide rich reference for the teaching of reading in middle school. Through combing the theoretical source and value orientation of Sun Shaozhen's text reading teaching, this paper will explain the concrete method of Sun Shaozhen's reading teaching famous works, and probe into the enlightenment and implementation suggestions of Sun Shaozhen's text careful reading in the middle school Chinese reading teaching. In the introduction part, the author explains the thesis from four aspects: background, literature review, research ideas and research methods. In order to deeply explore Sun Shaozhen's theory of detailed reading of famous works in reading teaching, the first chapter of the paper will be based on the theory of Chinese and Western literature. The three dimensions of self-accumulation and teaching practice in middle school combed out the theoretical source of detailed reading of Sun Shaozhen's famous reading works and the value orientation he insisted on. Sun Shaozhen's method of detailed reading of famous works is the basis for Sun Shaozhen to carry out the detailed reading of the text, so the second chapter will focus on his dislocation, reduction and comparative method. The last chapter mainly discusses the enlightenment and implementation suggestions of Sun Shaozhen's famous reading teaching. This paper summarizes the influence of Sun Shaozhen's text reading theory on the teaching of Chinese reading in middle school, and, combining the results of investigation and analysis, thinks rationally about the teaching method of Sun Shaozhen's famous works in reading teaching.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.33

【参考文献】