初中学生文言文学习兴趣问题研究
发布时间：2019-06-06 07:53
【摘要】： 心理学研究表明,学生的学习活动是由智力因素和非智力因素综合作用而成的。智力因素,包括感知、记忆、思维和想象等,是人才培养的基础。非智力因素,是指除智力因素以外,影响智力活动和智力发展的那些具有动力作用的个性心理因素。学生的学业成就与智力因素具有中等程度相关,而非智力因素对学生成才起决定作用。兴趣是一种对智力活动有重要影响的非智力因素,兴趣是人力求认识、探究某种事物或从事某种活动的心理倾向。学习兴趣是学生对学习活动产生心理上的爱好和追求的倾向,是推动学习活动的内部动机。皮亚杰在《教育科学与儿童心理》中指出:“所有智力方面的工作都要依赖于兴趣。”可见兴趣对于教育活动的重要意义。 文言文是中华民族优秀文化的载体。初中文言文教学是义务教育阶段语文教学的一个重要组成部分,对学生进行经典教育,是传承中华文化的需要;是学生个人修养和谐人格培养的需要;同时,对学生学习现代汉语也有着促进作用。随着国学热的兴起,文言文在语文教材中的比重增大,在考试中,文言文内容所占分值也所有增加。然而审视当下文言文教学现状:“高耗低效”“少慢差费”现象严重;教师的教学观念陈旧,重“言”轻“文”,重教轻学,重解题技巧,轻能力培养;教师的教学方法落后,文言文往往还是一堂课一“讲”到底,一篇文章一“串”到底,忽视学生的身心特点和主体作用。作为学习活动中的主体,学生在文言文学习活动中是疲惫不堪、兴趣全无,厌学情绪与日俱增。 为了改变这一现状,许多教育理论工作者和教学一线的教师进行了不懈的努力和探索,并且取得了一定的成果,对提高文言文的课堂教学效率发挥了积极的作用,但与文言文教学目标相比,仍不尽如人意。如何提高文言文的教学质量和效率,成为文言文教学的重中之重,改革的当务之急。 笔者认为,要走出文言文的教学困境,不妨从培养兴趣入手,在提高学生文言文兴趣上狠下功夫,并以此为突破口来提高文言文的教学质量。本研究运用心理学中非智力因素的研究成果,挖掘兴趣在教育活动中所能发挥的作用,希望通过实践研究逐渐培养并不断提高学生的文言文学习兴趣,从而切实提高文言文教学的有效性。文章分为四个部分:第一部分是提出问题,阐述学习兴趣的相关理论,并综述与本课题相关的研究;第二部分对初中生文言文学习兴趣的现状进行调查,分析影响学生文言文学习兴趣的主要因素,提出激发初中文言文学习兴趣的可能性;第三部分提出培养初中生文言文学习兴趣的若干对策;最后一章主要是阐述教师修养与学生学习兴趣的关系。
[Abstract]:Psychological research shows that students' learning activities are composed of intellectual factors and non-intellectual factors. Intelligence factors, including perception, memory, thinking and imagination, are the basis of talent training. Non-intellectual factors refer to those personality psychological factors that affect intellectual activities and intellectual development in addition to intellectual factors. Students' academic achievement is moderately correlated with intellectual factors, but not intellectual factors play a decisive role in the achievement of students. Interest is a kind of non-intellectual factor which has an important influence on intellectual activities. Interest is the psychological tendency of human beings to seek knowledge, explore something or engage in certain activities. Learning interest is the tendency of students to produce psychological hobbies and pursue learning activities, and it is also the internal motivation to promote learning activities. In Educational Science and Child Psychology, Piaget points out: "all intellectual work depends on interest." It can be seen that interest is of great significance to educational activities. Classical Chinese is the carrier of the excellent culture of the Chinese nation. Classical Chinese teaching in junior middle school is an important part of Chinese teaching in the stage of compulsory education. Classical education for students is the need to inherit Chinese culture, and it is the need for the cultivation of students' personal cultivation and harmonious personality. At the same time, it also promotes students to learn modern Chinese. With the rise of the popularity of traditional Chinese, the proportion of classical Chinese in Chinese teaching materials increases, and in the examination, the score of classical Chinese content also increases. However, to examine the present situation of classical Chinese teaching: "high consumption and low efficiency" and "less slow and poor expenses" are serious, teachers' teaching ideas are old, emphasis on "speaking" rather than "writing", emphasis on teaching and light learning, emphasis on problem solving skills, light ability training; Teachers' teaching methods are backward, classical Chinese is often a class to the end, an article to the end, neglecting the physical and mental characteristics and the main role of students. As the main body of learning activities, students are exhausted in classical Chinese learning activities, there is no interest, and their weariness of learning is increasing day by day. In order to change this situation, many educational theorists and teachers in the teaching line have made unremitting efforts and explored, and have made some achievements, which have played a positive role in improving the efficiency of classical Chinese classroom teaching. However, compared with the teaching objectives of classical Chinese, it is still not satisfactory. How to improve the teaching quality and efficiency of classical Chinese has become the most important and urgent task of classical Chinese teaching. The author believes that in order to get out of the teaching predicament of classical Chinese, we should start with the cultivation of interest, work hard to improve students' interest in classical Chinese, and take it as a breakthrough to improve the teaching quality of classical Chinese. This study uses the research results of non-intellectual factors in psychology to explore the role that interest can play in educational activities, hoping to gradually cultivate and constantly improve students' interest in classical Chinese learning through practical research. In order to improve the effectiveness of classical Chinese teaching. The article is divided into four parts: the first part is to put forward questions, explain the relevant theories of learning interest, and summarize the research related to this topic; The second part investigates the present situation of junior high school students' interest in classical Chinese learning, analyzes the main factors that affect students' interest in classical Chinese learning, and puts forward the possibility of stimulating junior high school students' interest in classical Chinese learning. The third part puts forward some countermeasures to cultivate junior high school students' interest in classical Chinese learning; the last chapter mainly expounds the relationship between teacher cultivation and students' interest in learning.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G633.3
本文编号：2494194
[Abstract]:Psychological research shows that students' learning activities are composed of intellectual factors and non-intellectual factors. Intelligence factors, including perception, memory, thinking and imagination, are the basis of talent training. Non-intellectual factors refer to those personality psychological factors that affect intellectual activities and intellectual development in addition to intellectual factors. Students' academic achievement is moderately correlated with intellectual factors, but not intellectual factors play a decisive role in the achievement of students. Interest is a kind of non-intellectual factor which has an important influence on intellectual activities. Interest is the psychological tendency of human beings to seek knowledge, explore something or engage in certain activities. Learning interest is the tendency of students to produce psychological hobbies and pursue learning activities, and it is also the internal motivation to promote learning activities. In Educational Science and Child Psychology, Piaget points out: "all intellectual work depends on interest." It can be seen that interest is of great significance to educational activities. Classical Chinese is the carrier of the excellent culture of the Chinese nation. Classical Chinese teaching in junior middle school is an important part of Chinese teaching in the stage of compulsory education. Classical education for students is the need to inherit Chinese culture, and it is the need for the cultivation of students' personal cultivation and harmonious personality. At the same time, it also promotes students to learn modern Chinese. With the rise of the popularity of traditional Chinese, the proportion of classical Chinese in Chinese teaching materials increases, and in the examination, the score of classical Chinese content also increases. However, to examine the present situation of classical Chinese teaching: "high consumption and low efficiency" and "less slow and poor expenses" are serious, teachers' teaching ideas are old, emphasis on "speaking" rather than "writing", emphasis on teaching and light learning, emphasis on problem solving skills, light ability training; Teachers' teaching methods are backward, classical Chinese is often a class to the end, an article to the end, neglecting the physical and mental characteristics and the main role of students. As the main body of learning activities, students are exhausted in classical Chinese learning activities, there is no interest, and their weariness of learning is increasing day by day. In order to change this situation, many educational theorists and teachers in the teaching line have made unremitting efforts and explored, and have made some achievements, which have played a positive role in improving the efficiency of classical Chinese classroom teaching. However, compared with the teaching objectives of classical Chinese, it is still not satisfactory. How to improve the teaching quality and efficiency of classical Chinese has become the most important and urgent task of classical Chinese teaching. The author believes that in order to get out of the teaching predicament of classical Chinese, we should start with the cultivation of interest, work hard to improve students' interest in classical Chinese, and take it as a breakthrough to improve the teaching quality of classical Chinese. This study uses the research results of non-intellectual factors in psychology to explore the role that interest can play in educational activities, hoping to gradually cultivate and constantly improve students' interest in classical Chinese learning through practical research. In order to improve the effectiveness of classical Chinese teaching. The article is divided into four parts: the first part is to put forward questions, explain the relevant theories of learning interest, and summarize the research related to this topic; The second part investigates the present situation of junior high school students' interest in classical Chinese learning, analyzes the main factors that affect students' interest in classical Chinese learning, and puts forward the possibility of stimulating junior high school students' interest in classical Chinese learning. The third part puts forward some countermeasures to cultivate junior high school students' interest in classical Chinese learning; the last chapter mainly expounds the relationship between teacher cultivation and students' interest in learning.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G633.3
【引证文献】
相关硕士学位论文 前1条
1 杨易梅;小学“经典诵读”教学策略研究[D];河北师范大学;2011年
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