以写促读在高中语文阅读教学中的应用研究

发布时间：2017-12-28 10:45

本文关键词：以写促读在高中语文阅读教学中的应用研究　出处：《山西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：读写结合是我国语文教学的传统话题,但在谈读写关系时,人们往往看到的是读对写的基础作用,强调以读促写,把阅读作为提升写作能力的重要手段,很少有人提及写对读的反作用。读写本是辩证统一的关系,读是写的基础,写反过来也能促进阅读。在高中语文阅读教学中,教师把写渗透进来,能引导学生在写的实践活动中拓展思维,发挥想象,探究文本,灵活运用语言文字体会作者独特的创作手法,领会文本深厚的人文内涵,实现语文课程工具性与人文性的统一。本研究运用文献法,调查法和案例分析法,从以写促读的角度探讨高中语文阅读教学。对以写促读的研究动态进行了文献梳理,在此基础上界定出本研究的核心概念,并为以写促读的实施找到理论依据。运用问卷调查和访谈的方法对高中语文阅读教学以写促读的现状进行调查研究。通过对调查结果的分析,发现高中语文阅读教学以写促读主要存在以下问题:学生的以写促读缺乏主动性,缺乏技巧和方法,未能体现创造性,形式相对固定化,未能养成良好的习惯。造成这些问题的主要原因有:师生的阅读观念陈旧,教师的阅读教学忽视学生的个性差异和阅读需要,教师指导不到位。最后,针对存在的问题和原因,结合优秀教师的教学案例以及自身的教学实践,提出了以写促读的应用策略。即,找准以写促读的切入点、巧妙运用以写促读的技法、灵活选择以写促读的形式、评价学生写的成果。在找切入点时可从学生对文本感兴趣处、文本的关键字词句段、重难点以及留白等处入,运用技法时可具体指导写读后感、翻译以及改写等技巧和方法,在写的过程中要恰当应用填写表格、进行仿写、设计板书、对对联、表达引申义以及写语言赏析等不同形式,对学生写的成果评价要及时和连续、尊重学生的个性、采用不同的方式、并且有针对性和发展性。高中语文阅读教学离不开写的辅助,恰当运用这些写的手段能改进语文教师的阅读教学,激发学生阅读兴趣,提高学生语文素养。
[Abstract]:The combination of reading and writing is a traditional topic in Chinese language teaching. But when talking about reading and writing, people often see the basic function of reading and writing, emphasizing reading and writing, reading as an important means to improve writing ability. Few people mention the reaction of writing to reading. Reading is a dialectical unification relations, reading is the basis of writing, writing promotes reading. Chinese Reading Teaching in high school, teachers write infiltrated, can guide students to expand thinking, writing practice imagination, researching the text, flexible use of language experience the author's unique creation techniques, and understand the text profound humanistic connotation, realize the unity of the Chinese course tool and humanities. In this study, literature, investigation and case analysis are used to explore the teaching of Chinese reading in high school from the perspective of writing. On the basis of this study, the core concepts of this study are defined, and the theoretical basis for the implementation of the study is to be found. Using the method of questionnaire survey and interview, the current situation of reading teaching in high school language reading is investigated and studied. Through the analysis of the survey results, it is found that there are mainly following problems in Chinese Reading Teaching in senior high school, such as lack of initiative, lack of skills and methods, lack of skills and methods, lack of creativity, relatively fixed form, and failure to develop good habits. The main reasons for these problems are: the old concept of teachers and students is out of date, and teachers' reading teaching neglects students' personality differences and reading needs, and teachers' guidance is not in place. Finally, in view of the existing problems and reasons, combined with the teaching cases of excellent teachers and their own teaching practice, the application strategy of writing to promote reading is put forward. In other words, it is necessary to find the entry point for reading, the skillful use of the skills to write, the flexible choice of the form of reading and the evaluation of the results written by the students. Looking for the starting point is from the student to the text, the text keyword interested in words section, difficulty and blank etc., specific guidance to write and translation and rewriting techniques and methods can use the skill, in the process of writing to the appropriate application form, copy writing, writing on the blackboard, the design of expression and meaning, poetic couplet written language of different forms, for students to write the results of evaluation should be timely and continuous, respect students' personality, in different ways, and targeted and development. Senior high school Chinese reading teaching is inseparable from writing aids. Proper use of these writing means can improve Chinese teachers' reading teaching, stimulate students' interest in reading, and improve their Chinese accomplishment.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.33

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