初中语文批判性阅读教学策略研究

发布时间：2018-05-05 18:40

本文选题：初中语文 + 批判性阅读　；参考：《山东师范大学》2017年硕士论文

【摘要】：语文学科以其广博的情怀为发展学生的个性,提高批判意识,锻炼分析问题和解决问题的能力提供了一片驰骋的天地,为此我们需充分利用语文学科的优势,以阅读教学为主场地,以教师为主导,发挥学生的主体地位,深入推进批判性阅读教学。纵观已有的参考文献,我们可以发现对于批判性阅读教学的研究多数是基于观念层面的“提出”与“表态”,关于如何在实践与应用层面推进,可行性如何的探析较少;并且,对批判性阅读教学策略,即如何开展批判性阅读教学的研究表现为泛泛而谈,缺乏结合具体的学段、学情进行分析。因此,本研究将结合义务教育初中学段,以此为依托,探究批判性阅读教学的策略,将批判性阅读教学的实践与研究推向深入,通过寻找理论支撑,借鉴国外及台湾地区的阅读教学经验,尝试构建初中语文批判性阅读教学的策略。本论文由四个部分构成,包括初中语文批判性阅读教学阐释、批判性阅读教学的理论依据和历史发展、批判性阅读教学的功能、批判性阅读教学的策略构建。在论文的开始,对选题的缘由、研究意义、国内外研究现状进行综述,说明在初中阶段开展语文批评性阅读教学的必要性。论文结合初中阶段学生身心发展的特点,吸纳国内外的成功经验及教学案例,意欲探究批判性阅读教学的策略。第一章,厘定批判性阅读与批判性阅读教学的概念,从理解、鉴赏到批判逐层分析批判性阅读的层级要素,归纳批判性阅读教学的特点、批判性阅读教学与传统的阅读教学不同,它更加强调理性基础上的独立思考,但又不排斥合作共赢,重视师生间的包容共进。第二章,纵观古今中外,从阅读心理学、批判教育学、建构主义理论等方面探寻批判性阅读教学的理论基础,究析其历史沿革,可以上溯至苏格拉底诘问法和王充的“疾虚妄”,并简单介绍台湾创意教学法和美国的批判性阅读教学,旨在为我国初中语文批判性阅读教学的展开寻找理论支撑和经验依据。第三章,剖析批判性阅读教学的功能,教学是教师和学生的双边活动,以初中阶段为契机,抓住学生思维能力发展的黄金时期,借助语文学科推进批判性阅读教学不仅对学生的发展具有深远影响,同时也会促进教师的进步和教学的革新。第四章,通过对教材和经典文本的研究来分析,提炼批判性阅读教学的内容要素、方法要素,从教学过程的各个环节入手,结合相关的教学案例,尝试构建一些可供操作、实践的教学策略,主要从备课、授课及评价三个方面着力,通过教学问题设计、教学方法选择、练习设置、学习氛围的营造、教学过程的点拨、评价方式的更新等策略推进批判性阅读教学的深入。这四个部分前后衔接、环环相扣,或聚焦理论阐释,或突出实践引路,对初中语文批判性阅读教学作了多角度的阐释,是一种尝试性研究,由于本人实践经验不足,在初中阶段实施语文批判性阅读教学时,广大研究者和实践者还需要结合具体教学情境不断检验和探索。
[Abstract]:The subject of Chinese language provides a space for developing students' personality, improving their critical consciousness, improving the ability to analyze and solving problems. Therefore, we should make full use of the advantages of the Chinese subject, read the teaching field, take the teacher as the dominant position and give full play to the students' main position, and further promote critical reading. Reading teaching. Looking at the existing references, we can find that most of the research on critical reading teaching is based on "presentation" and "expression" based on the conceptual level. There is little discussion about how to promote the practical and application level and how to make a critical reading teaching strategy, that is, how to carry out critical reading teaching. Therefore, this study will combine the compulsory education junior high school section, so as a basis for the study of critical reading teaching strategies, the practice and research of critical reading in depth, through the search for theoretical support, the reading of foreign and Taiwan reading area reading. Teaching experience, try to construct the strategy of critical reading teaching in junior middle school. This thesis consists of four parts, including the interpretation of critical reading teaching in junior middle school, the theoretical basis and historical development of critical reading teaching, the function of critical reading teaching and the construction of critical reading teaching strategy. This paper makes a summary of the research significance and the research status at home and abroad, and illustrates the necessity of carrying out Chinese critical reading teaching in junior middle school. The thesis combines the characteristics of the physical and mental development of junior middle school students, absorbs the successful experience and teaching cases at home and abroad, and intends to explore the strategies of critical reading teaching. Chapter 1 defines critical reading and criticism. The concept of sexual reading teaching, from understanding, appreciation to critical reading critical reading level elements, summarizes the characteristics of critical reading teaching, and the critical reading teaching is different from the traditional reading teaching. It emphasizes the independent thinking on the basis of rationality, but does not exclude cooperation and mutual benefit, and attaches importance to the inclusion and progress between teachers and students. Second chapters, Throughout the ancient and modern times, the theoretical basis of critical reading teaching is explored from the aspects of reading psychology, critical education and constructivism, and its historical evolution can be traced back to Socrates and Wang Chong's "falsehood", and the creative teaching method of Taiwan and the teaching of critical reading in the United States are briefly introduced, aiming at the beginning of our country. In the third chapter, the function of critical reading teaching is analyzed. The teaching is the bilateral activities of teachers and students, taking the opportunity of the junior middle school as the opportunity to seize the golden period of the development of students' thinking ability, and to promote critical reading teaching with the help of the language subject not only to students' development. The exhibition has far-reaching influence, and it also promotes the progress of teachers and the innovation of teaching. In the fourth chapter, through the analysis of the teaching materials and the classic text, the content elements and methods of critical reading teaching are extracted and the method elements are extracted from all aspects of the teaching process and the relevant teaching cases are combined to try to build some practical and practical teaching. Learning strategies, mainly from three aspects of lesson preparation, teaching and evaluation, through the design of the teaching problem, the selection of teaching methods, the setting of practice, the building of the learning atmosphere, the teaching process, the updating of the method of evaluation, and so on, promote the deepening of the teaching of critical reading. These four parts are connected, linked together, or focused on theoretical interpretation. It is an attempt to study the teaching of critical reading in junior middle school. It is an attempt to study the teaching of critical reading in junior middle school. Because of my lack of practical experience and the implementation of critical reading teaching in junior middle school, the vast number of researchers and practitioners need to be tested and explored in combination with specific teaching situations.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】