迁移理论在初中文言文字词教学中的应用研究

发布时间：2018-11-20 15:59

【摘要】：文言文以其独特的历史地位和文化内涵一直受到社会各界的广泛关注,但文言文教学仍然存在着许多问题,因此多年来文言文教学改革都是语文教学改革的重点之一。关于文言文教学究竟应彰显其“工具性”还是“人文性”,也展开了深刻而广泛的讨论。文言文字词教学是初中文言文教学最为基础的教学内容和教学重点,无论进行怎样的文言文教学改革,重视文言文字词教学都是文言文教学中的基本要求。迁移理论作为教学心理学的一个重要理论,已被运用到教学研究中的多个领域,但与文言文字词教学的结合仍相对较少。因此,本文选择以当代迁移理论为观照点,对文言文字词教学展开研究,通过理论与实践的结合,力图寻找到解决文言文字词教学低效问题的突破口。本文以阐述文言文字词教学的基础地位为出发点,分析初中学生文言文学习的现状。对什么是迁移、影响迁移的条件、认知结构迁移理论做简要论述,分析迁移理论在文言文教学中的功能,阐明其在文言文教学中的可行性。在迁移理论和认知结构迁移理论基础上,结合案例分析,由学生的学习态度入手,提出促进学生培养文言文学习兴趣的迁移策略。再根据认知结构理论提出可行的知识迁移策略,聚焦文言文字词教学,提出合理编码文言文字词知识,分析新旧知识之间的关系,通过例证对比辨别知识以促进知识的迁移。分析现代汉语与文言文的紧密纽带,即成语,在文言文字词教学中的作用,及其迁移策略。最后通过诵读巩固知识,为迁移打稳基础。同时,负迁移现象也是不容忽视的重要问题。分析负迁移现象的成因,提出避免负迁移的解决方法以及错误分析法、回译法等帮助学生自我检测、纠正负迁移的教学策略。
[Abstract]:Because of its unique historical status and cultural connotation, classical Chinese has been widely concerned by all walks of life, but there are still many problems in the teaching of classical Chinese, so the reform of classical Chinese teaching has been one of the key points in the reform of Chinese teaching for many years. There is also a profound and extensive discussion on whether the teaching of classical Chinese should show its "instrumental" or "humanism". Classical Chinese characters teaching is the most basic teaching content and teaching focus of classical Chinese teaching in junior high school. No matter what kind of classical Chinese teaching reform, pay attention to classical Chinese characters teaching are the basic requirements of classical Chinese teaching. Transfer theory, as an important theory of teaching psychology, has been applied to many fields of teaching research, but the combination with classical Chinese words teaching is still relatively small. Therefore, this article chooses the contemporary transfer theory as the observation point, carries on the research to the classical Chinese word teaching, through the combination of theory and practice, tries to find a breakthrough to solve the problem of inefficient teaching of classical Chinese characters. This paper analyzes the present situation of the study of classical Chinese in junior middle school students by expounding the basic position of the teaching of classical Chinese characters and words. This paper briefly discusses what transfer is, the conditions that influence it, the theory of cognitive structure transfer, analyzes the function of transfer theory in classical Chinese teaching, and clarifies its feasibility in classical Chinese teaching. On the basis of transfer theory and cognitive structure transfer theory and case analysis, this paper puts forward a transfer strategy to promote students' interest in classical Chinese learning. Then according to the cognitive structure theory put forward feasible knowledge transfer strategy, focus on classical Chinese words teaching, put forward a reasonable code of classical Chinese word knowledge, analyze the relationship between new and old knowledge, through the comparison of examples to identify knowledge to promote the transfer of knowledge. This paper analyzes the close link between modern Chinese and classical Chinese, that is, idioms, their roles in the teaching of classical Chinese characters and their transfer strategies. Finally, through reading and consolidating knowledge, for transfer to lay a solid foundation. At the same time, negative transfer is also an important issue that can not be ignored. This paper analyzes the causes of negative transfer, and puts forward the solutions to avoid negative transfer, as well as teaching strategies such as error analysis and translation to help students to detect and correct negative transfer.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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