初中语文“读写结合”教学策略研究

发布时间：2018-01-07 12:39

本文关键词：初中语文“读写结合”教学策略研究　出处：《上海师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：语文学科是基础教育中十分重要的学科,对这门学科的学习要从小学学到中学,长达12年,乃至大部分高校也将大学语文列为必修科目,足见其重要性。但另一方面,很长一段时间以来,语文学科又处于比较尴尬的地位,中学生普遍重理轻文。记得吕叔湘先生对语文教学的批评:少慢差费。语文教学阅读与写作“两张皮”——学生在阅读课上赏析课文“条分缕析”,但要落于笔头时却“云里雾里”。形成这一现状是由教育大环境、教材、教师、学生等诸多因素影响的结果。为了改变现状并提高语文教学质量,不少专家学者很早就已提出了“读写结合”的学习策略,并在此后不断有一线教师进行实践和探索。笔者作为一线教师,从写作教学入手,尝试作出努力。基于以上认识,本文立足于教材(现行沪教版教材)本身,根据《义务教育语文课程标准(2011版)》的要求和初中四年不同年段特点,结合教材中具体篇目的写作特点,运用“以读促写”和“以写促读”相结合的“读写结合”方法,形成具有一定序列性和系统性的写作教学策略。本研究主要从三方面展开:第一方面,摆出现今初中语文写作教学存在的困境:取材困惑、策略缺乏、价值偏离。首先,学生取材的困惑来自于其取材的“怯懦”和取材的局限。语文教学过多地限制了学生取材的内容——要学生取材于有“积极意义”的“生活”,没有注意课本的借鉴。其次,学生要为如何“提炼”材料犯愁。很多学生阅读量匮乏,无法从他们丰富的课余生活中有所感悟思考,即便有那么点想法,也不知如何深入挖掘,而老师的指导也十分有限。最后,为了写出符合要求的作文,写作教学的价值偏离,进入了“为写而写”的怪圈,写出的文章鲜有学生作者的真性情,更缺乏“读者意识”。第二方面,针对困境进而分析其原因:不可回避的应试教育大背景、不可丢弃的现行教材体系、不可忽视的教师语文教学观和学生阅读现状。“困境”是研究的基础,也是不得不面对的现实,虽然有些“困境”是一线教师无法改变和逾越的,但一线教师可做的就是改变自己的课堂,适者生存,只有力争站在更高的视角,才能看清跨越障碍的路径。第三方面,提出在教学中运用“读写结合”的策略。“读写结合”是符合心理学机制的,也就是说它符合学生学习写作的心理,这是实施这个策略的前提。其次,也是最重要的,就是在实际教学中的运用。知易行难,好的策略需要有效的执行,有效的执行需要深入到实际教学中去,根据实际情况随机应变、灵活实施。在本研究中,笔者结合以往学者研究并加入自己对此策略的理解,对在教学实践中实施“读写结合”策略进行设想和部分实践,尝试改善初中语文写作教学的现实问题。
[Abstract]:The Chinese language is a very important subject in basic education, the subject of learning to learn from the primary school middle school, for 12 years, and most of the colleges and universities will be college Chinese as a compulsory subject, which shows its importance. But on the other hand, for a long time, the language discipline and in a relatively awkward position. Students generally light weight paper. Remember Mr. Lv Shuxiang criticism on the Chinese Language Teaching: inefficient. Chinese teaching of reading and writing "two skins", students in the reading class of text "Tiaofenlvxi", but to fall in the head while "cloud mist". The formation of this situation is by education the environment, teaching materials, teachers, students and other factors influence the results. In order to change the situation and improve the quality of language teaching, many experts and scholars have already put forward the combination of reading and writing learning strategies, and then continue to have teachers Exploration and practice. The author as a teacher, starting from the teaching of writing, try to make an effort. Based on the above understanding, this paper based on the teaching material (the Shanghai Education Edition), according to the Chinese curriculum standards of compulsory education (2011 Edition) > and the requirements of junior high school for four years in different years, combined with the specific text in textbooks the purpose of writing, using "writing" and "the combination of reading and writing method of" writing to read "the combination of" reading, writing teaching strategies form a certain sequence and system. This research mainly launches from three aspects: first, the pendulum appears this dilemma: junior high school Chinese writing teaching materials confusion, lack of strategy, deviation of value. First, the students were puzzled from the story "cowardly" and material limitations. Chinese teaching too much limits students were drawn from the content to students "positive significance" "Life", did not pay attention to the textbook learning. Secondly, students how to "refine" materials to worry. Many students reading comprehension cannot lack of thinking from their rich after-school life, even if there is the idea, I do not know how to dig deeper, and the guidance of the teacher is also very limited. Finally, in order to write to meet the requirements of the composition, deviate from the value of teaching writing to "write and write" cycle, write the article author few students of true, but the lack of "reader consciousness". In second, aiming at the difficulties and then analyzes the reason: the background of exam oriented education can not be avoided, the current teaching system can not be discarded, can not ignore the teachers' view of Chinese teaching and students' reading situation. "Dilemma" is the basis of the study, but also have to face the reality, although some "dilemma" is the teachers cannot change and overcome, But teachers can do is to change their classroom, the survival of the fittest, only to stand on a higher perspective, in order to see the path across the barrier. Third aspects, put forward in the teaching using the combination of reading and writing strategies. The combination of reading and writing is consistent with the psychological mechanism, that is to say it is in line with the students writing psychology, this is a prerequisite for the implementation of this strategy. Secondly, is the most important, is used in the actual teaching. Easier said than done, good strategy needs effective execution, effective implementation needs further to actual teaching, according to actual circumstances, flexible implementation. In this study, the author previous study and add their own understanding of this strategy, the implementation of the combination of reading and writing strategies of ideas and practice in the teaching practice, we try to improve the problem of junior high school Chinese teaching of writing.

【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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