“症候阅读法”在中学语文阅读教学中的应用研究

发布时间：2018-01-12 20:14

本文关键词：“症候阅读法”在中学语文阅读教学中的应用研究　出处：《广西师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：自1904年语文独立设科以来,由于教学目标取向的不同,语文阅读教学的开展一直伴随着大大小小的问题。笔者总结在新课标背景下语文阅读教学存在的问题,为了更有利地开展教学活动,摸索“症候阅读法”与语文阅读教学的契合点,给一线教师的语文课堂提供一些参考。本文在研究方法上采用文献研究法、描述性研究法、案例分析法,在充分了解前人研究的基础上,结合具体的教学案例,分析说明“症候阅读法”的运用,并提出使用建议,期望能将理论指导实践。本研究主要内容分为四个部分:第—部分,概述“症候阅读法”的相关情况,主要包括“症候阅读法”的内涵、来源、理论基础和价值,它既可以抓住关键、引发学生思考,又可以实现创新解读、激活学生思维,还可以活跃课堂教学气氛、提高课堂教学效率,这样一来便于读者对“症候阅读法”有一个初步的印象。第二部分,介绍了在新课程背景下语文阅读教学目标的取向是重视发挥学生的主动性、重视学生的独特感受和体验、明确教师的地位和作用,总结了在这一背景下语文阅读教学存在“曲解文本,过分强调个性化;游离文本,过分讲究拓展、迁移;浅析文本,过分重视教学模式”的问题,并分析了造成这些问题的主要原因是教学取向功利化、新课程理念形式化和教师解读片面化。第三部分,详细说明了“症候阅读法”具有走进作者的心灵、走进文中人物的心灵的使用方法,并具体解释了“症候阅读法”中寻找“症候”的方法,分别是从作品的“沉默”处寻找“症候”、从作品的“悖谬”处发现“症候”以及从作品的“空白”处解读“症候”。第四部分,笔者对典型的教学案例作了分析研究,充分肯定了“症候阅读法”的作用,并进行了积极的反思。“症候阅读法”并不适用于所有的文本,对教师和学生的综合能力提出具体要求:尊重文本,鼓励学生创新解读;掌握学情,注意学生的个体差异;立足教学,提高教师能力;打破常规,引导学生全面发展。由此,综述了“症候阅读法”的利与弊,为语文阅读教学的开展提供了多种可能。
[Abstract]:Since 1904, Chinese has been set up independently because of the different orientation of teaching objectives. The development of Chinese reading teaching has been accompanied by large and small problems. The author summarizes the problems in Chinese reading teaching under the background of the new curriculum standard, in order to carry out more favorable teaching activities. To explore the "syndrome reading method" and Chinese reading teaching points of convergence, to provide some reference for front-line teachers in the Chinese classroom. This paper uses the literature research method, descriptive research method, case analysis method in the research method. On the basis of full understanding of previous studies, combined with specific teaching cases, this paper analyzes and explains the application of "symptom reading method", and puts forward some suggestions for its use. The main content of this study is divided into four parts: part -, summarize the relevant situation of "syndrome reading method", mainly include the connotation and source of "syndrome reading method". Theoretical basis and value, it can not only grasp the key, cause students to think, but also to achieve innovative interpretation, activate students' thinking, but also active classroom teaching atmosphere, improve classroom teaching efficiency. In this way, readers can have a preliminary impression of "symptomatic reading method". The second part introduces the orientation of Chinese reading teaching goal under the background of the new curriculum is to give full play to the students' initiative. Attach importance to the students' unique feelings and experiences, clarify the position and role of the teachers, and summarize the existence of "distorted text" in the teaching of Chinese reading under this background, with too much emphasis on individuation; Free text, pay too much attention to expansion, transfer; Analyze the text, pay too much attention to the teaching model ", and analyze the main causes of these problems are the utilitarianism of the teaching orientation, the formalization of the new curriculum concept and the one-sided interpretation of the teachers." the third part. This paper explains in detail the methods of using the syndromes reading method into the mind of the author and the characters in the text, and explains in detail the method of finding the symptoms in the syndrome reading method. They are looking for symptoms from the "silence" of the works, finding "symptoms" from the "paradoxes" of the works and interpreting "symptoms" from the "blank" of the works. Part 4th. The author makes an analysis of typical teaching cases, fully affirms the function of "syndrome reading method", and makes a positive reflection. "symptom reading method" is not applicable to all texts. Specific requirements are put forward to teachers and students' comprehensive ability: respecting the text and encouraging students to interpret it innovatively; Grasp the learning situation and pay attention to the individual differences of the students; Based on teaching, improve teachers' ability; This paper summarizes the advantages and disadvantages of the symptomatic reading method and provides many possibilities for the development of Chinese reading teaching.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.33

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