高中语文教师教学文本解读现状及对策研究
发布时间：2018-07-25 20:44
【摘要】：本文以高中语文教师教学文本解读为研究对象,根据一线语文教师教学文本解读的实际并借助相关理论探寻高中语文教师解读教学文本的策略和方法。本文通过文献法、调查法、观察法和案例分析法对目前高中语文教师教学文本解读的情况有了深入的了解,发现一线教师在解读教学文本时没有掌握足够的解读理论和方法,又十分依赖教参,解读教学文本时走入了功利化、歪曲化、程式化和过度化的误区。本文从解读目的、内容和限度等方面对语文教师解读教学文本进行了探究。笔者认为,语文教师解读教学文本的终极目的是为学生和阅读教学服务,在教学文本的话语层、形象层和意蕴层等三个层面展开解读时要把握好解读的角度、深度、广度、量度、温度、向度等限度。笔者审视当下高中语文教师教学文本解读中存在的诸多问题,其根源在于语文教师文本解读能力的底下。因此,笔者从高中语文教师教学文本解读及课堂教学的实际出发,通过分析调查研究呈现的数据和资料,结合课堂观察和优秀语文教师教学文本解读的经验,提出了高中语文教师解读教学文本的策略和方法:一是语文教师要唤醒自我主体意识,挑战自身精神惰性,敞开心灵沟通交流,在建构文本意义的同时建构自我;二是语文教师要不断提高自己的文学素养,更新解读理念,为解读教学文本奠定坚实的基础;三是语文教师要掌握并灵活选用多种方法解读文本;四是语文教师要转化角色,优化教学文本解读的过程;五是语文教师要面向学生,面向课堂,适度解读,设计好教案,在教学实施过程中及时调控点拨,引导学生探究教学文本的意义。
[Abstract]:This paper takes the teaching text interpretation of senior high school Chinese teachers as the research object, according to the reality of the first-line Chinese teachers' teaching text interpretation and with the help of relevant theories, it explores the strategies and methods for the senior Chinese teachers to interpret the teaching text. This article through the literature method, the investigation method, the observation method and the case analysis method has the thorough understanding to the present high school Chinese teacher teaching text interpretation situation, discovered that the front line teacher does not have the sufficient interpretation theory and the method when reading the teaching text. It also relies heavily on teaching reference, and goes into the misunderstandings of utilitarianism, distortion, formulation and over-translation when interpreting teaching texts. This paper probes into the interpretation of teaching texts by Chinese teachers from the aspects of purpose, content and limitation. The author believes that the ultimate purpose of Chinese teachers to interpret teaching texts is to serve students and reading teaching, and to grasp the angle, depth and breadth of interpretation in the three levels of discourse, image and implication of teaching texts. The limits of measurement, temperature, direction, etc. The author examines the problems existing in the interpretation of teaching texts of Chinese teachers in senior high school, whose roots lie in the reading ability of Chinese teachers. Therefore, the author starts from the teaching text interpretation and classroom teaching of senior high school Chinese teachers, through analyzing the data and materials presented in the investigation and research, combining the experience of classroom observation and the interpretation of excellent Chinese teachers' teaching text. This paper puts forward the strategies and methods for Chinese teachers to interpret teaching texts: first, Chinese teachers should wake up their consciousness of self-subjectivity, challenge their spiritual inertia, open their hearts and communicate with each other, and construct themselves while constructing the meaning of the text; Second, Chinese teachers should constantly improve their literary literacy, update their interpretation concepts, and lay a solid foundation for interpreting teaching texts; third, Chinese teachers should master and flexibly choose a variety of methods to interpret text; fourth, Chinese teachers should transform their roles. Fifth, Chinese teachers should face students, face the classroom, properly interpret the teaching plan, design the teaching plan, adjust and control the teaching plan in time, and guide the students to explore the significance of the teaching text.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3
[Abstract]:This paper takes the teaching text interpretation of senior high school Chinese teachers as the research object, according to the reality of the first-line Chinese teachers' teaching text interpretation and with the help of relevant theories, it explores the strategies and methods for the senior Chinese teachers to interpret the teaching text. This article through the literature method, the investigation method, the observation method and the case analysis method has the thorough understanding to the present high school Chinese teacher teaching text interpretation situation, discovered that the front line teacher does not have the sufficient interpretation theory and the method when reading the teaching text. It also relies heavily on teaching reference, and goes into the misunderstandings of utilitarianism, distortion, formulation and over-translation when interpreting teaching texts. This paper probes into the interpretation of teaching texts by Chinese teachers from the aspects of purpose, content and limitation. The author believes that the ultimate purpose of Chinese teachers to interpret teaching texts is to serve students and reading teaching, and to grasp the angle, depth and breadth of interpretation in the three levels of discourse, image and implication of teaching texts. The limits of measurement, temperature, direction, etc. The author examines the problems existing in the interpretation of teaching texts of Chinese teachers in senior high school, whose roots lie in the reading ability of Chinese teachers. Therefore, the author starts from the teaching text interpretation and classroom teaching of senior high school Chinese teachers, through analyzing the data and materials presented in the investigation and research, combining the experience of classroom observation and the interpretation of excellent Chinese teachers' teaching text. This paper puts forward the strategies and methods for Chinese teachers to interpret teaching texts: first, Chinese teachers should wake up their consciousness of self-subjectivity, challenge their spiritual inertia, open their hearts and communicate with each other, and construct themselves while constructing the meaning of the text; Second, Chinese teachers should constantly improve their literary literacy, update their interpretation concepts, and lay a solid foundation for interpreting teaching texts; third, Chinese teachers should master and flexibly choose a variety of methods to interpret text; fourth, Chinese teachers should transform their roles. Fifth, Chinese teachers should face students, face the classroom, properly interpret the teaching plan, design the teaching plan, adjust and control the teaching plan in time, and guide the students to explore the significance of the teaching text.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3
【相似文献】
相关期刊论文 前10条
1 吴克虎;;论教师文本解读的自觉主导[J];教学与管理;2006年16期
2 陈广斌;;如何提高学生文本解读的素养[J];职业;2008年35期
3 于海英;张君;滕妍;;课程实施中文本解读效率的影响因素分析[J];辽宁教育研究;2008年03期
4 潘素文;;文本解读应遵循的四个原则[J];文学教育(上);2009年02期
5 马绍玲;;新课标背景下的文本解读[J];科技信息;2009年16期
6 刘昕;;教师:必须为教材文本解读做好准备[J];江苏教育研究;2009年35期
7 赵徐洲;;文本解读:不断叩问“怎样写”[J];人民教育;2010年02期
8 郭黎明;;文本解读的误区及教学对策[J];中小学教师培训;2011年02期
9 刘t，
本文编号：2145031
本文链接：https://www.wllwen.com/jiaoyulunwen/chuzhongjiaoyu/2145031.html
