中学语文词曲意象解读教学研究

发布时间：2018-02-27 19:49

本文关键词： 中学语文古典词曲意象教学方法　出处：《贵州师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：在我国五千多年的历史中,圣者先贤为我们留下了丰富的文化遗产,它们共同构成了我国辉煌的古典文化。提到中国古典文化,必然要提到古典词曲,它们是我国悠久的文明历程里一颗颗璀璨的明珠。古典词曲篇幅短小,但意境深远,每一首都是一个故事、一幅画卷,文字凝练,充满了诗情画意。古典词曲中有“东风夜放花千树”的喧闹,也有“一蓑烟雨任平生”的洒脱,有“人比黄花瘦”的寂寥,也有“无可奈何花落去”的叹息,风格可以婉约,亦可以豪放,让后世的人们为之神往。优秀的古典词曲包含优美的辞藻,丰富的情感,深远的意境,对古典词曲的教学能够陶冶学生的情操,提高其审美能力,从而提升学生的文化底蕴。意象是古典词曲的灵魂,也是鉴赏词曲的关键。词曲中的意象往往包含了深厚的情感,山水草木,花鸟鱼虫,日月星辰都可以是情感的寄托,作者往往通过这些事物来寄托自己的情感,使得古典词曲含蓄内敛,意味深长。明月寄托了思乡之情,梧桐代表了悲凉凄苦之情,梅花象征了高洁的人格等等。在中学语文教材中,选取了一些经典的古典词曲,通过解读这些词曲,使学生真正理解词曲中的思想感情,提升学生的文学素养是语文教师应该思考的问题。古人用客观存在的事物——也就是意象来寄托内心的情感,意象就成了沟通作者与读者的桥梁。古典词曲中的意象是解读词曲的突破口,寄托了作者想要表达的思想感情,只有理解了意象,才能理解古典词曲的所营造的意境。本文主要采用文献研究法、个案研究法和教育观察法,探讨如何在中学语文古典词曲的教学中进行意象教学,引导学生从意象的角度出发解读古典词曲,使学生能深入到意象当中去鉴赏词曲,理解古典词曲中的思想感情,提高鉴赏能力。论文的主要内容如下:绪论部分介绍了本论文选题的理由和意义以及国内外关于该课题的研究现状和发展趋势,提出了本论文的研究方法。第一章介绍中学语文古典词曲的教学现状,并分析其原因。第二章将中学语文教材中古典词曲的意象进行分类,主要有植物类意象、动物类意象和自然风景类意象。第三章阐述中学语文古典词曲意象解读教学的基本方法,主要包括抓住基本意象、掌握典型意象、联系相关意象、归纳常见意象等,通过结合实际教学来论述这些意象教学的基本方法。第四章主要论述中学语文古典词曲意象解读教学的目标及意义,包括激发学生的学习兴趣、增强学生的审美体验和提升学生的鉴赏能力等等。
[Abstract]:In the history of our country for more than 5,000 years, the saints and sages have left us rich cultural heritage, which together constitute the splendid classical culture of our country. They are the bright pearls of our country's long history of civilization. Classical songs are short in length but profound in artistic conception. Each capital is a story, a picture, a condensed text. Full of poetic and picturesque. Classical songs have "Dongfeng night flowers thousands of trees" noise, but also "a demoiselle rain for life" free and easy, "people are thinner than yellow flowers" lonely, but also "helpless flowers fall" sigh, the style can be graceful, Excellent classical lyrics contain beautiful words, rich emotions, profound artistic conception, and teaching of classical songs can cultivate students' sentiment and improve their aesthetic ability. Image is the soul of classical ci song and the key to appreciation of ci song. The image of ci song often contains deep emotion, such as mountains, rivers and plants, flowers, birds, fish and insects, sun, moon, stars, etc., can all be the sustenance of emotion. Through these things, the author tends to rely on his own feelings, so that classical songs are implicit and meaningful. The bright moon reposes of homesickness, and the Indus represent the sad and miserable feelings. The plum blossom symbolizes Gao Jie's personality and so on. In the middle school Chinese teaching material, selected some classical classical songs, through the interpretation of these words and songs, so that students can really understand the thoughts and feelings of ci and song. To improve students' literary literacy is a problem that Chinese teachers should think about. The ancients used objective things-that is, images-to hold on to their inner feelings. Image is the bridge between the author and the reader. The image in the classical ci song is the breakthrough in the interpretation of the poem, and it is the thought and emotion that the author wants to express, but only the understanding of the image. In order to understand the artistic conception created by classical ci and song, this paper mainly adopts the methods of literature research, case study and educational observation, and probes into how to carry out image teaching in the teaching of Chinese classical ci and music in middle school. To guide students to interpret classical poetry from the perspective of imagery, so that students can go deep into the image to appreciate ci songs and understand the thoughts and feelings in classical songs. The main contents of the thesis are as follows: the introduction part introduces the reasons and significance of the topic, the current research situation and the development trend of the topic at home and abroad. The first chapter introduces the teaching situation of Chinese classical lyrics in middle school and analyzes the reasons. The second chapter classifies the images of classical ci and music in middle school Chinese teaching materials, mainly plant images. The third chapter expounds the basic methods of the interpretation and teaching of Chinese classical ci and song image in middle school, including grasping the basic image, mastering the typical image, connecting with the related image, summarizing the common image and so on. This paper discusses the basic methods of image teaching by combining with practical teaching. Chapter 4th mainly discusses the goal and significance of image interpretation teaching of Chinese classical lyrics in middle school, including arousing students' interest in learning. Enhance students' aesthetic experience and enhance students' appreciation ability and so on.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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