人教版高中语文“名著导读”教学研究

发布时间：2017-12-27 05:16

本文关键词：人教版高中语文“名著导读”教学研究　出处：《陕西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：语文教材是课程标准的性质和理念的最直接体现,它作为课程与教学的桥梁,是教师实施语文教学的主要依据。人教版高中语文必修教材是现行使用范围最广的一套,作为其四大组成部分之一的“名著导读”,对于培养学生语文学习兴趣,拓展学生阅读视野,提升学生阅读水平,引导其树立正确的人生观,塑造健全人格有着不可替代的重要作用。随着新课改的不断推进,教育理念的不断更新,2011版《普通高中语文课程标准(试验)》在其第三部分课程目标的第10条明确指出：“中学生应培养广泛多样的阅读兴趣,扩大阅读视野。学会正确、自主地选择阅读材料,读好书,读整本书,丰富自己的精神世界,提高文化品位。”“一年内课外自读五部以上文学名著及其他读物,总量不少于150万字。”①虽然并没有针对“名著导读”模块提出明确的学习要求,但也表明了名著阅读在整个高中学习阶段的重要性。然而现实教学活动中并没有针对“名著导读”的专门性教学,通过对陕西省多所学校单位的调查,笔者发现“名著导读”现状堪忧。学生的阅读状态呈现出浅层次、无序化、影视化状态,阅读内容以当下流行的网络文学为主；教师回避甚至忽视“名著导读”,对所推荐的10部文学名著也只是有选择地阅读其中一部分并辅助以评论性文章获取对名著的解读；教学愈来愈呈现出功利化、局限化和趋同化等特征。选修教材的教学走马观花、必修教材的“阅读与鉴赏”唯分数论、“名著导读”则置之不理。通过长时间多方面的调查,本文旨在探究“名著导读”教学在教师和学生的教与学方面存在的问题,分析当前普遍存在的“名著导读”教学尴尬处境的原因,在此基础上,探究改善“名著导读”教学现状的可行化策略。在具体实施过程中,“名著导读”模块的教学必须有一个自下而上的系统化调整。首先,要打破先必修后选修的教学顺序。对于“名著导读”的学习,可以把选修教材和推荐名著联系起来,把选修教材学习过程中积累的相关能力、方法等和必修教材所推荐的名著进行横向的对比联系,合理借鉴。充分发挥各部分教学内容对学生阅读能力、审美能力、人格发展等方面的作用,提高教材利用率。其次,应该合理发挥高考的指挥棒作用。最直接的,在高考试题的编排中,适当地加入“名著导读”模块学习的相关考查内容；此外,教师可以有意引导长期的名著阅读在高考阅读鉴赏等试题中的得分优势。让名著阅读在现有的教育环境和教育模式下寻求一线生机,使得名著阅读成为日常化的教学内容之一,发挥名著作用。再次,探究建立多样化的名著导读教学模式,将“名著导读”导读教学与传统的阅读教学区别开来,因材施教。最后,建立系统化的“名著导读”教学评价策略,教学不只是单向的教和学,也需要及时地评价和反馈。
[Abstract]:Chinese teaching material is the most direct embodiment of the nature and concept of curriculum standards. As a bridge between curriculum and teaching, it is the main basis for teachers to carry out the teaching of Chinese. Who teaches compulsory teaching high school language is a set of the current version of the most widely used, as one of the four components of the "masterpiece reading", to cultivate students' interest in learning Chinese, broaden the students' horizons of reading, improve students' reading ability, guide them to establish a correct outlook on life, plays an irreplaceable important role in shaping the sound personality. With the continuous promotion of the new curriculum reform and the constant updating of educational concepts, the 2011 edition of the general high school Chinese curriculum standard (Experiment) has clearly stated in its third part of the tenth curriculum goals: "middle school students should cultivate a wide range of interest in reading and expand their reading horizon. Learn to choose reading materials correctly and independently, read good books, read the whole book, enrich their spiritual world and improve their cultural taste. "In one year, more than five literary works and other books are read out of class. The total amount is not less than 150 thousand words." Although there is no clear learning requirement for the "masterpiece guide" module, it also indicates the importance of famous book reading in the whole high school learning stage. However, in reality teaching activities, there is no special teaching for masterpiece reading guidance. Through the investigation of many school units in Shaanxi, I find the current situation of "masterpiece reading guidance" is worrying. The students' reading status presents a shallow level disorder, state television, reading the contents of the current popular network literature; teachers avoid even ignore the "masterpiece reading", on the recommendation of 10 literary masterpiece is selectively read part and auxiliary to review articles for interpretation of the masterpiece; teaching shows more and more utilitarian, limitation and convergence characteristics. Elective teaching cursory, compulsory textbooks "reading and appreciation" only on the score, "masterpiece reading" is ignored. Through the investigation of long time in many aspects, this paper aims to explore the existence of "masterpiece review" teaching of teachers and students in teaching and learning problems, analysis of the causes of the problems of "masterpiece review" teaching situation, on this basis, to explore feasible strategies to improve the status of "masterpiece reading" teaching. In the process of specific implementation, the teaching of the "masterpiece guide" module must have a systematic adjustment from bottom to top. First of all, it is necessary to break the order of teaching before the required elective. For the learning of masterpiece reading guidance, we can link the elective textbooks with the recommended masterpieces, and compare the related abilities and methods accumulated in the process of elective textbook learning with the famous works recommended by the required textbooks, so as to draw lessons from them. Make full use of the teaching content of each part to the students' reading ability, aesthetic ability, personality development and so on, and improve the utilization of teaching materials. Secondly, we should give full play to the baton of the college entrance examination. Most directly, in the arrangement of college entrance examination questions, we should appropriately add relevant examination contents of module learning, such as "masterpiece reading guidance", and in addition, teachers can intentionally guide the long term masterpiece reading in the scores of college entrance examination, reading appreciation and other questions. To seek a slim chance of survival in the existing masterpiece reading education environment and education mode, which has become one of the famous literary work reading teaching content daily, play the role of masterpiece. Thirdly, to explore the establishment of a diversified teaching mode of guide reading, and to distinguish the teaching of "guide reading" to the traditional reading teaching, and to teach students in accordance with their aptitude. Finally, the establishment of a systematic "guide reading" teaching evaluation strategy, teaching is not only a one-way teaching and learning, but also needs to be timely evaluation and feedback.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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