高中语文“以学定教”阅读教学探索

发布时间：2018-03-02 05:26

本文关键词： 高中语文以学定教阅读教学　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：在高中语文教学中,阅读教学承担了培养中学生语文核心能力的大量任务,如听、说、读、写的能力,寻找信息点的能力,分析社会热点的能力,继承和发扬中华传统文化的能力,为人处事的能力,宁静致远的能力等。而这些能力的培养,也正符合《普通高中语文课程标准(实验)》和语文教育目标的要求。另外,从这几年的语文高考试题来看,对于阅读理解的考察也有加强的趋势。所以阅读教学在语文教学中的地位也就越来越重要,老师们对阅读教学的探索和研究也就越来越深入。但目前,不少高中语文阅读课堂教学还存在着“教”与“学”油水分离、学生课堂主体地位不明显、阅读文本选择草率、阅读教学标准不清、阅读评价体系不科学、课堂操作策略适当等问题。为此,本文就如何上好一堂高中语文阅读课做一些探索,以期找到“以学定教”阅读教学的课堂操作策略。本文共分为五个部分。第一部分是绪论,主要是介绍高中语文“以学定教”阅读教学研究的背景、目的、意义以及相关的文献综述。在研究综述中,本文主要总结了前人两个方面的研究,一是对学生主体地位的研究,一是对“以学定教”的研究。第二部分是“以学定教”的阐释、“以学定教”阅读教学的意义和“以学定教”的依据。在理论依据上,本文主要依据的是孔子的“因材施教”思想和建构主义学习理论。这些概念和依据的阐释主要是为下文的具体研究提供支撑。第三部分主要是对高中语文“以学定教”阅读教学的现状分析。分析现状时,本文主要从应试压力下阅读教学的功利性、教师自身阅读教学本领有待提高、学生阅读时间不能保证和阅读评价体系不科学四个方面进行关注。现状分析主要是为下文阅读教学课堂操作策略探索提供基础,因为如果没有这个基础“以学定教”阅读教学就没有研究的意义。第四部分,主要探讨高中语文“以学定教”阅读教学的特征及其基本标准。该部分从阅读教学目的的针对性、内容的梯度性、计划的长期性、其要求符合认知规律、与学生的生活体验的衔接性五个方面进行阐述“以学定教”阅读教学的特征。从“以学定教”阅读教学对学生的人文关怀、促使学生生成阅读期待、增强学生课堂阅读教学的时效性、重振语文素质教育四方面论述“以学定教”阅读教学的基本标准。第五部分,根据以上的探索并结合自己的教学实践试从教师主导课堂功夫下在课外、学生学会阅读方法形成阅读习惯、整合阅读文本拓展阅读形式三个方面提出自己对阅读教学课堂操作策略上的思考和探索,并希望这些思考和探索能够引起各位语文老师对该问题的关注,同时也希望这些研究能够对自己和其他老师的阅读课堂教学起到积极地推动作用。
[Abstract]:In high school Chinese teaching, reading teaching takes on a large number of tasks to cultivate middle school students' Chinese core competence, such as listening, speaking, reading, writing, finding information points, analyzing social hot spots. The ability to inherit and develop the traditional Chinese culture, the ability to do things with others, the ability to be quiet and distant, and so on. The cultivation of these abilities is also in line with the requirements of the Chinese Curriculum Standard (experiment) of the General Senior High School and the goal of Chinese education. Judging from the examination questions of the Chinese college entrance examination in recent years, there is also a tendency to strengthen the investigation of reading comprehension. Therefore, the position of reading teaching in Chinese teaching is becoming more and more important. Teachers' exploration and research on reading teaching is getting deeper and deeper. However, at present, there is still a separation between "teaching" and "learning" in Chinese reading classroom teaching in many senior high schools, students' main position in class is not obvious, and the choice of reading text is sloppy. The reading teaching standard is unclear, the reading evaluation system is not scientific, the classroom operation strategy is appropriate and so on. Therefore, this article makes some explorations on how to make a good Chinese reading class in senior high school. This paper is divided into five parts. The first part is the introduction, which mainly introduces the background and purpose of the study of reading teaching in senior high school. Significance and related literature review. In the research summary, this paper summarizes two aspects of the previous research, one is the study of the student's main position, The second part is the explanation of "teaching by learning", the meaning of reading teaching by learning and the basis of teaching by learning. This paper is mainly based on Confucius' theory of "teaching according to his aptitude" and constructivism learning theory. The explanation of these concepts and bases is mainly to provide the support for the specific research below. The third part is mainly about the study of Chinese in senior high school. Analysis of the present situation of Reading Teaching. This paper mainly focuses on the utilitarian teaching of reading under examination-oriented pressure, and the teachers' reading teaching skills need to be improved. Students' reading time can not be guaranteed and the reading evaluation system is not scientific to carry on the attention. The present situation analysis mainly provides the foundation for the following reading teaching classroom operation strategy exploration, Because without this foundation, there would be no significance in reading teaching by learning and teaching. Part 4th mainly discusses the characteristics and basic standards of reading teaching in senior high school. This part aims at the purpose of reading teaching. The gradient of the content, the long-term nature of the plan, its requirements conform to the cognitive law, This paper expounds the characteristics of reading teaching by learning and teaching from five aspects of cohesion with students' life experience. From the humanistic concern of reading teaching with learning and teaching, students are urged to generate reading expectation. To enhance the timeliness of students' reading teaching in class, to reinvigorate the four aspects of quality education in Chinese, and to discuss the basic standards of reading teaching from the perspective of learning and teaching. Part 5th, According to the above exploration and combined with their own teaching practice, students learn how to read and form reading habits after class. Integration of reading text expansion reading form three aspects of their own thinking and exploration of reading teaching classroom operation strategies, and hope that these thinking and exploration can arouse the attention of Chinese teachers on this issue, At the same time, it is hoped that these studies can positively promote the reading classroom teaching for themselves and other teachers.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.33

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