中学语文文本多元化解读教学设计与评价
发布时间：2018-07-17 14:56
【摘要】：传统教学中,语文阅读教学偏重于探讨教材给定的文章,包括对作者、写作意图、思想情感、词语句子等的理解研究,重视学习者对语文基本概念的学习和知识掌握,对学习者的评价以终结性评价为主。而把“文本”一词引入中学语文阅读教学,并以“多元化”解读作为语文文本解读教学研究的方向和培养学习者综合能力的方法,偏重的是语文阅读教学的价值理念的思考和学习者评价方式多元化的探讨。目的是为了实现语文阅读教学从繁琐的作者相关情况,词句、修辞、语法学习等到理性、人文思想的角度去探究语文教学,注重时代性,普世价值及思想多元化的转变,以适应不断发展的社会对人才综合能力与素质提出的更高要求。“文本”多元化解读在语文教学中没有统一的标准认识,现行的教学模式名目繁多且形式各异,针对国内文本解读教学有理论无体系,有思考无指导意义的现状,本文从国内现有的理论出发,结合国外文本理论的思考,对文本解读的原则提出了几点构想。在文本解读教学的理论基础上对多种传统教学模式的教学策略进行整合,设计出了完整的教学流程。在语文阅读教学对学习者能力要求的基础上,编制出多元解读教学效果评价表,并对文本解读教学中学生的能力培养情况进行了数据分析与评价。总体而言,通过中学语文文本多元化解读教学,短期内激发了学习者的学习兴趣,提升了学习者的综合素质与能力,如综合分析能力、语言表达能力及应用写作能力。研究为中学语文高效课堂的创建提供了一个可控的教学策略设计与教学评价范式。
[Abstract]:In the traditional teaching, Chinese reading teaching emphasizes on discussing the articles given in the textbook, including the comprehension of the author, writing intention, thought and emotion, words and sentences, and attaches importance to the learners' study and knowledge mastery of the basic concepts of Chinese. The evaluation of learners is based on summative evaluation. And introducing the word "text" into the teaching of Chinese reading in middle schools, and taking "pluralistic" interpretation as the direction of teaching and research of Chinese text interpretation and the method of cultivating learners' comprehensive ability, Emphasis is placed on the thinking of the value concept of Chinese reading teaching and the discussion of the diversity of learners' evaluation methods. The purpose of Chinese reading teaching is to probe into Chinese teaching from the angle of reason and humanism, pay attention to the change of times, universal value and diversity of thought, in order to realize the teaching of Chinese reading from the angle of reason, words and phrases, rhetoric, grammar and so on, in order to realize the teaching of Chinese reading. In order to adapt to the continuous development of society to the comprehensive ability and quality of talents put forward higher requirements. There is no unified standard understanding of the pluralistic interpretation of text in Chinese teaching, and the current teaching models are various in name and form. In view of the present situation that there is no theoretical system and no guiding significance in the teaching of text interpretation in China, Based on the existing theories at home and abroad, this paper puts forward some ideas on the principles of text interpretation. On the basis of the theory of text interpretation, the teaching strategies of traditional teaching models are integrated, and a complete teaching process is designed. On the basis of the requirement of Chinese reading teaching to learners' ability, the evaluation table of multi-interpretation teaching effect is worked out, and the data analysis and evaluation of students' ability cultivation in text reading teaching are carried out. In a word, the multi-reading teaching of Chinese text in middle school can stimulate learners' interest in learning and improve their comprehensive quality and ability, such as comprehensive analysis ability, language expression ability and applied writing ability. The research provides a controllable teaching strategy design and teaching evaluation paradigm for the establishment of high-efficient Chinese classroom in middle school.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3
本文编号：2130005
[Abstract]:In the traditional teaching, Chinese reading teaching emphasizes on discussing the articles given in the textbook, including the comprehension of the author, writing intention, thought and emotion, words and sentences, and attaches importance to the learners' study and knowledge mastery of the basic concepts of Chinese. The evaluation of learners is based on summative evaluation. And introducing the word "text" into the teaching of Chinese reading in middle schools, and taking "pluralistic" interpretation as the direction of teaching and research of Chinese text interpretation and the method of cultivating learners' comprehensive ability, Emphasis is placed on the thinking of the value concept of Chinese reading teaching and the discussion of the diversity of learners' evaluation methods. The purpose of Chinese reading teaching is to probe into Chinese teaching from the angle of reason and humanism, pay attention to the change of times, universal value and diversity of thought, in order to realize the teaching of Chinese reading from the angle of reason, words and phrases, rhetoric, grammar and so on, in order to realize the teaching of Chinese reading. In order to adapt to the continuous development of society to the comprehensive ability and quality of talents put forward higher requirements. There is no unified standard understanding of the pluralistic interpretation of text in Chinese teaching, and the current teaching models are various in name and form. In view of the present situation that there is no theoretical system and no guiding significance in the teaching of text interpretation in China, Based on the existing theories at home and abroad, this paper puts forward some ideas on the principles of text interpretation. On the basis of the theory of text interpretation, the teaching strategies of traditional teaching models are integrated, and a complete teaching process is designed. On the basis of the requirement of Chinese reading teaching to learners' ability, the evaluation table of multi-interpretation teaching effect is worked out, and the data analysis and evaluation of students' ability cultivation in text reading teaching are carried out. In a word, the multi-reading teaching of Chinese text in middle school can stimulate learners' interest in learning and improve their comprehensive quality and ability, such as comprehensive analysis ability, language expression ability and applied writing ability. The research provides a controllable teaching strategy design and teaching evaluation paradigm for the establishment of high-efficient Chinese classroom in middle school.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3
【参考文献】
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1 高芹;;“支架式教学”的理论与实践探索[J];中国电力教育;2010年04期
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，本文编号：2130005
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