碎片化阅读对中学生文学鉴赏能力形成的影响研究

发布时间：2018-01-28 19:04

本文关键词： 碎片化阅读文学鉴赏能力中学生影响　出处：《四川师范大学》2013年硕士论文　论文类型：学位论文

【摘要】：随着经济飞速发展，时间碎片化、阅读新媒介层出不穷，大众的阅读方式也在发生深刻的变化。碎片化阅读正是在这一背景下产生的一种典型的阅读现象，并深刻影响大众以及中学生的阅读。碎片化阅读具有阅读内容碎片化、阅读层次浅表化和阅读媒介科技化的典型特点。碎片化阅读可分为外界破坏式、链接转移式、搜索引擎式和混合信息式四种典型类型。它对中学生文学鉴赏能力的形成产生了复杂、深远的影响。在碎片化阅读中，中学生根据阅读兴趣选择内容，读者以肯定情绪为主。碎片化阅读有利于丰富中学生的阅读选择，有利于培养其开阔的视野。同时，它还促进中学生选择文学鉴赏内容能力的形成。碎片化阅读中直觉思维的比例较大，阅读思维在碎片跳跃中发散灵活。然而，碎片化阅读的阅读动机娱乐化、轻松化，易导致读者审美品味低下。同时碎片化阅读中多无意注意，中学生需要对其文学阅读注意力进行培养和发展。碎片化阅读不利于知识的系统化学习和积累，严重阻碍以系统性知识积累作为支撑的稳定能力的形成。碎片化阅读不利于读者对文学作品的整体感知。碎片化阅读内容内部联系性弱，层次浅表化，不利于文本细读。同时它对不同认知风格的阅读主体有不同的影响。因此，语文教师应该基于中学生文学鉴赏能力形成的问题分析、建立、优化目标。尊重学生选择，培养其阅读兴趣，通过碎片拓宽中学生的视野。从关注文学鉴赏能力形成的角度，注重文学基本知识的系统获得。语文教师还应该关注整体感知的教学策略。同时以高质量的文学碎片为切入点细读、深读文本，，将文本细读作为将文学文本读深读透的重要途径。文学教育应重视经典阅读，培养中学生高雅文学品味。在碎片化阅读兴起的背景下，培养学生具有现代媒介素养与能力。
[Abstract]:With the rapid development of economy and fragmentation of time, new reading media emerge in endlessly, and the reading style of the public is also undergoing profound changes. Fragmentation reading is a typical reading phenomenon under this background. It has a profound impact on the reading of the public and middle school students. Fragmented reading has the typical characteristics of fragmentation of reading content, superficial reading level and scientific and technological reading media. Fragmented reading can be divided into external destructive type. There are four typical types: link transfer, search engine and mixed information. It has a complex and profound influence on the formation of literary appreciation ability of middle school students. In fragmented reading, middle school students choose content according to their reading interests, readers are mainly positive emotions. Fragmented reading is helpful to enrich the reading choices of middle school students, and to cultivate their broad vision. At the same time. It also promotes the formation of students' ability to choose the content of literary appreciation. The proportion of intuitionistic thinking in fragmented reading is larger and the reading thinking is divergent and flexible in the jumping of fragments. However, the reading motivation of fragmented reading entertainment, easy, easy to lead to the reader's aesthetic taste is low. At the same time, fragmentation of reading more unintentional attention. Middle school students need to cultivate and develop their literary reading attention. Fragmented reading is not conducive to the systematic learning and accumulation of knowledge. It seriously hinders the formation of the stable ability supported by the accumulation of systematic knowledge. Fragmented reading is not conducive to the readers' overall perception of literary works. The internal connection of fragmented reading content is weak and the level is superficial. At the same time, it has different effects on the reading subjects of different cognitive styles. Therefore, Chinese teachers should be based on the students' literary appreciation ability to form the problem analysis, establish, optimize the goal, respect the choice of students, cultivate their reading interest. Through the debris to broaden the vision of middle school students. From the perspective of paying attention to the formation of literary appreciation ability. Chinese teachers should also pay attention to the teaching strategy of the whole perception. At the same time, they should read the literature fragments with high quality as the starting point and read the text deeply. We should pay attention to classical reading and cultivate high literary taste of middle school students. Under the background of the rise of fragmented reading, we should take the text carefully as an important way to read the literary text thoroughly. Cultivate students with modern media literacy and ability.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G633.3

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