新媒体视域下初中生语文阅读迁移能力研究

发布时间：2018-02-20 06:59

本文关键词： 新媒体视域下初中生语文阅读教学迁移能力　出处：《重庆三峡学院》2017年硕士论文　论文类型：学位论文

【摘要】：阅读教学是语文教学的重要组成部分,初中阶段语文阅读教学旨在提升初中生语文阅读能力,提高初中生的语文素养。随着网络信息技术的飞速发展,人们进入了新媒体时代,新的传播媒介层出不穷,传播手段趋于多元,新媒体阅读环境让初中语文阅读教学充满机遇又面临挑战。笔者在中学语文教学实践活动中发现,新媒体视域下初中生语文阅读迁移效果不甚理想。知识方面表现出语文阅读教学过程中陈述性知识和程序性知识迁移效果不佳;能力方面表现出初中生不能有效实现感知能力、表达能力和创新能力等语文阅读能力之间的积极迁移;情感态度价值观方面表现出初中生从学习到学习的过程中和从学习到生活的过程中的迁移效果不佳,且网络、手机等新媒介上的不良信息对部分初中生形成正确的情感态度价值观产生负迁移。本文分别从学生、教师、环境和文本四个层面剖析了影响新媒体视域下初中生语文阅读迁移效果的因素。学生层面主要表现为:初中生学习心向消极,学习兴趣淡漠;认知结构固化,认知水平有限;阅读目标模糊,自我指导不够;学习任务繁重,阅读时间受限;阅读内容随性,阅读习惯不良。教师层面主要表现为:教师对新媒体矛盾的态度和有限的认知;教师对学习材料的选择和编排缺乏科学性;教师对学生的阅读策略和方法指导不够。环境层面表现为:家庭、学校、社会阅读氛围不浓郁;学校缺乏利用新媒体阅读的有利条件;网络中存在大量的不良信息影响着初中生的认知水平和认知结构,致使初中生语文阅读能力的迁移效果不好。文本层面主要表现为:承载文本的方式、文本内容和文本深度影响学生的阅读兴趣,进而影响阅读迁移的效果。笔者积极探索新媒体视域下提升初中生语文阅读迁移水平的策略,并有针对性地提出了如下建议:第一,家长、学生和社会积极引导学生进行阅读,培养学生的阅读兴趣和习惯,使学生认识到阅读对于个人成长和提升综合素养的重要性,诱发迁移动机;第二,教师和学生都要培养迁移意识,教师要做到为迁移而教,学生要做到为迁移而学,只有通过这种双重互动,才能最终实现语文阅读良好的迁移效果;第三,建立教学资源库,课内外材料有机互补,有效利用教学资源。第四,尊重迁移规律,科学组织教学,倡导自主学习,教以阅读方法且注重学生迁移能力的检测。
[Abstract]:Reading teaching is an important part of Chinese teaching. In junior middle school, Chinese reading teaching aims at improving junior high school students' Chinese reading ability and improving junior high school students' Chinese literacy. With the rapid development of network information technology, people have entered the new media era. New media emerge in endlessly, the means of communication tend to be diversified, and the environment of new media reading makes the teaching of Chinese reading in junior high school full of opportunities and challenges. In the view of new media, the effect of Chinese reading transfer of junior high school students is not very ideal. The knowledge shows that the transfer effect of declarative knowledge and procedural knowledge in the process of Chinese reading teaching is not good; the ability aspect shows that junior high school students can not effectively realize their perceptual ability. The positive transfer between Chinese reading ability such as expressive ability and creative ability, emotional attitude and values show that the transfer effect of junior high school students from learning to learning and from learning to life is not good, and the network. Bad information on new media, such as mobile phone, has negative transfer to some junior high school students to form correct emotional attitude and values. This paper analyzes the factors that affect the effect of Chinese reading transfer of junior high school students from the perspective of new media from four aspects of environment and text. The students' level is mainly shown as follows: junior high school students' learning heart is negative, their learning interest is indifferent, their cognitive structure is fixed, and their cognitive level is limited; The reading goal is vague, the self-guidance is not enough, the study task is heavy, the reading time is limited, the reading content is random, the reading habit is not good, the teacher level mainly displays: the teacher's attitude towards the new media contradiction and limited cognition; Teachers' choice and arrangement of learning materials are not scientific, teachers' reading strategies and methods to students are not enough, environmental aspects are: family, school, social reading atmosphere is not rich; The school lacks the favorable conditions to use the new media to read; the existence of a large amount of bad information in the network affects the cognitive level and cognitive structure of junior high school students. The result is that the transfer effect of junior high school students' Chinese reading ability is not good. The text level mainly shows as follows: the way of carrying text, text content and text depth affect students' reading interest. The author actively explores the strategies to improve the level of Chinese reading transfer of junior high school students from the perspective of new media, and puts forward the following suggestions: first, parents, students and society actively guide students to read. Cultivate students' reading interest and habits, make students realize the importance of reading to personal growth and improve comprehensive literacy, induce transfer motivation; second, teachers and students should cultivate migration awareness, teachers should teach for transfer. It is only through this kind of dual interaction that students can finally realize the good transfer effect of Chinese reading. Thirdly, the establishment of teaching resources bank, the organic complementarity of materials in and out of class, and the effective use of teaching resources. 4th, Respecting the law of transfer, organizing teaching scientifically, advocating autonomous learning, teaching reading method and paying attention to the test of students' transfer ability.
【学位授予单位】：重庆三峡学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.33

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