主位推进模式在语文教学中的应用

发布时间：2018-11-26 15:01

【摘要】：进入二十一世纪，语文教学中的费时多、效率低的局面还没有得到有效的改观。语文课堂上，填鸭式教学、满堂灌教学等不合理形式比比皆是。阅读教学没有出路、作文教学没有思路的情况随处可见。特别是对于语言学知识的教学，语文界存在着不少的矛盾，赞成的声音、反对的声音此起彼伏。有语言学教学误导学生学习的声音，有不学习语言学知识学生语言表达能力非常低下的声音。学生错句成篇，错话成堆，不堪入目，不堪入耳。严重时，有人甚至喊出振聋发聩的“语文教学误尽苍生”的愤怒之声。现实中的语文教学确实存在不少急需解决的问题。本文欲把系统功能语言学中的主位推进模式这一理论，运用到语文的阅读教学、作文教学当中，对文章的思路进行梳理。改变以往的语言知识教学中存在的只是静态的传授，没有结合语境进行动态分析的局面。在日常语文课堂中，存在一种单纯的公式化的寻找中心句、过渡句的阅读教学形式，让学生脱离语境寻找文章的思路，导致学生养成一种偷懒的习惯，盲目摘取核心句。作文教学采取模式化的三段论形式，从形式上看很多的学生作文似乎让人放心。但是就是抛开语病不说，段落中的每一句话却在衔接连贯层面存在很大的混乱。把系统功能语言学中主位推进模式这一理论应用到语文教学中，对阅读教材思路进行梳理，指导学生在写作文时充分把握好主位的推进方式，使得习作语句流畅，前后衔接连贯。本文以系统功能语言学的主位推进模式这一理论为语文教学的基础理论，把它应用到语文教学的有关领域。对教材和学生的习作进行分析，发现主位推进模式有利于文章脉络的梳理。主位推进模式这一理论最大的优势是实义切分，它的目的是为了了解语句内部信息分布情况，改变了以往的静态语言学脱离语境对话语进行分析的状态，，有利于语文教学过程中对话语基本脉络的梳理。
[Abstract]:In the 21 century, the situation of time-consuming and inefficient Chinese teaching has not been effectively changed. Language classroom, spoon-fed teaching, filled with irrigation teaching and other unreasonable forms abound. Reading teaching has no way out, composition teaching can be seen everywhere. Especially for the teaching of linguistic knowledge, there are many contradictions in the field of language. There is the voice of language teaching which misleads students to learn, and the voice of very low language expression ability of students who do not learn linguistic knowledge. The students' wrong sentences are written, and the wrong words are piled up, unbearable and unfit to listen to. In serious cases, some people even cry out the "language teaching mistakes" angry voice. In reality, there are many problems that need to be solved in Chinese teaching. This paper attempts to apply the theory of thematic progression in systemic functional linguistics to the teaching of Chinese reading and composition. Change the former language knowledge teaching only static teaching, no dynamic analysis of context. In the daily Chinese classroom, there is a kind of simple formula to find the central sentence, the reading teaching form of the transition sentence, let the student look for the thought of the article from the context, lead the student to form a kind of lazy habit, blindly pick out the core sentence. Composition teaching takes the form of model syllogism, from the formal point of view, a lot of student composition seems to be reassuring. However, apart from language diseases, there is a great deal of confusion in every sentence in the cohesive coherence level. This paper applies the theory of thematic progression in systemic functional linguistics to Chinese teaching, combs the ideas of reading materials, instructs students to fully grasp the advancing mode of theme in writing compositions, and makes the sentences of the exercises fluent. Coherence. This paper takes the thematic progression model of systemic functional linguistics as the basic theory of Chinese teaching and applies it to the related fields of Chinese teaching. Through the analysis of textbooks and students' exercises, it is found that the thematic progression model is helpful to sort out the context of the article. The greatest advantage of the thematic progression model is semantic segmentation, which aims to understand the distribution of information within sentences and to change the previous state of static linguistics in which discourse is analyzed in isolation from context. In the process of Chinese teaching, we can sort out the basic context of discourse.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H193

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