小学高年级比较阅读教学策略研究

发布时间：2018-09-01 15:31

【摘要】：当前,小学语文阅读主要是单篇教学,课型固定化、模式化,在小学高年级开展“比较阅读”教学策略研究,是基于对单篇教学补充的思考,也是对小学高年级学生的自学能力和阅读素养的尊重。借由学校课题研究的实践,通过对文献资料的搜索,教学实践的探索,明晰比较阅读的理论基础,从教材、学生、教师三维一体的角度探究比较阅读,并提出切实可行的操作策略,具体而言:比较阅读教学以整合为基础,以比较为方法;基于教材,打开学生的视野;通过话题导读的方式,引导学生自立合作。这三点共同架构起比较阅读的内涵结构。通过对认知——结构学习论、建构主义理论、互文性理念、整体论观点、普遍联系观的思考试图为比较阅读追根溯源,寻找理论依据。通过对苏教版教材的概括分析,对高年级教材的具体剖析,高年级学生的关注,高年级阅读教学现状的分析来谈比较阅读教学的可行性与必要性,探讨比较阅读教学策略在小学高年级实施的意义。学生是比较阅读教学实施的主体,对教材的整合是比较阅读教学实施的前提,比较点的选择上可以是止于教材的剪裁嫁接,可以是同异思维、由此及彼的同作者不同作品之比、同作品不同表达形式之比、教材文本与原作品之比、跨教材作品之比等,也可以是以点带面的拓展延伸,如群文阅读、整本书阅读等。教师是实施比较阅读教学的主导,需要课前对文本进行整合,设计出相关话题,需要在课堂上进行调控,助推学生的学习,需要在课后进行引导,深化学习。本论文基于一线教学实践的探索,呈现了多堂比较阅读教学的课例,介绍了比较阅读教学的方法与实施流程,以教材内文本整合、同文比较整合、以点带面延伸呈现了多个课例,具有一定的参考价值。
[Abstract]:At present, the primary school Chinese reading is mainly a single article teaching, the class type is fixed, the pattern, carries on the "comparative reading" teaching strategy research in the primary school senior grade, is based on the thought to the individual teaching supplement. It is also respect for the self-study ability and reading accomplishment of high-grade students in primary school. Through the research practice of the school subject, through the search of the literature and the exploration of the teaching practice, the theoretical basis of comparative reading is clarified, and the comparative reading is explored from the perspective of teaching materials, students and teachers. And put forward practical operational strategies, specifically: comparative reading teaching based on integration, to compare as a method; based on teaching materials, open the students' vision; through the topic of reading, guide students to work independently. These three points together construct the connotative structure of comparative reading. Through the consideration of cognitive-structure learning theory, constructivism theory, intertextuality idea, holistic view and universal connection view, the author tries to trace back to the source of comparative reading and find the theoretical basis. The feasibility and necessity of comparative reading teaching are discussed through the analysis of the teaching materials of the Soviet education edition, the specific analysis of the teaching materials of the senior grade, the attention of the senior students, and the analysis of the present situation of the teaching of reading in the senior grade. To explore the significance of the implementation of comparative reading teaching strategies in the senior grade of primary school. Students are the main body of the implementation of comparative reading teaching, and the integration of teaching materials is the premise of the implementation of comparative reading teaching. The selection of comparative points can end in the tailoring and grafting of teaching materials, and can be the same and different thinking. The ratio of different forms of expression, the ratio of textbook text to original work, and the ratio of cross-textbook works can also be extended from point to point, such as group reading, whole book reading and so on. Teachers are the leading teachers in the implementation of comparative reading teaching, need to integrate the text before class, design related topics, need to adjust and control in the classroom, help students to learn, need to guide after class, deepen learning. Based on the exploration of first-line teaching practice, this paper presents several lesson examples of comparative reading teaching, introduces the methods and implementation process of comparative reading teaching, integrates the text in the teaching material, and integrates the same text with the same text. With the extension of several examples, it has a certain reference value.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.23

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