初中文言文阅读教学的提问序列研究

发布时间：2018-03-11 04:14

本文选题：初中　切入点：文言文阅读教学　出处：《闽南师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：文言文是初中语文课程的重要组成部分,提问是组织文言文阅读教学的一个重要活动。基于当下初中文言文阅读教学提问中存在的问题,需要教师们注意提问序列。本文以布卢姆的教育目标分类学(修订版)和加涅的学习结果分类学(第五版)为研究的理论基础,进行初中文言文阅读教学的提问序列研究,这对发展教师的专业水平,提高语文教学质量具有重要意义。提出初中文言文阅读教学提问序列研究的分析框架,梳理了历来的文言选文的分类,由此确立本研究的文言选文的分类。再对本研究的核心概念“提问序列”的界定和分类。选取钱梦龙老师和郭初阳老师的《愚公移山》教学实录,扫描教学提问的认知序列并分析扫描结果。扫描结果显示:钱老师问题的序列性更强些,关注每个思维层次的学生需求;夯实文言语法的同时,训练思维发展,做到为学生而提问。郭老师的问题也有序列性,但不一定按照由低到高的发展水平推进。学生文言文基础知识的学习,只是为思维发展做积淀,积极推进学生批判性思维的发展,培养洞察的能力。同时,选取周继英老师和田玲老师公开发表的《小石潭记》教学实录,扫描教学提问的内容序列并分析扫描结果。扫描结果显示:无论从提问的一级内容序列还二级序列考量,两位老师的教学内容都呈现序列性。她们都把文言知识的学习巧妙地穿插在学习过程中,但对古代文人贬谪的文化情怀涉及较少。相比较而言,田老师更注重条理化,多维度的指导,强调文学化的表达;凸显出《小石潭记》属于游记文的辞章特征。最后,从认知和内容两个角度提出优化初中文言文阅读教学提问序列的策略。本论文尝试把提问序列运用到文言散文的阅读教学中,教师在设置问题时要以先进的教育理念为支撑,让语文教育的最新成果促进师生的发展。
[Abstract]:Classical Chinese is an important part of junior high school Chinese curriculum, and questioning is an important activity in organizing classical Chinese reading teaching. Teachers should pay attention to the question sequence. Based on Bloom's Classification of Educational objectives (revision) and Garner's Classification of Learning results (5th), this paper studies the question sequence of classical Chinese reading teaching in junior high school. It is of great significance to develop teachers' professional level and improve the quality of Chinese teaching. This paper puts forward the analytical framework of the research on the sequence of questions in the reading teaching of classical Chinese in junior high school, and combs the classification of the selected articles in classical Chinese. Then the definition and classification of the core concept of this study, "question sequence", are established. The teaching record of "Yu Gong Yi Da Shan" by teacher Qian Menglong and teacher Guo Yuyang is selected. Scan the cognitive sequence of teaching questions and analyze the scan results. The scanning results show that Qian's questions are more sequential and pay attention to the needs of students at every level of thinking, while consolidating classical Chinese grammar, while training the development of thinking, To ask questions for students. Teacher Guo's questions are also sequential, but they are not necessarily advanced according to the level of development from low to high. The basic knowledge of classical Chinese is only accumulated for the development of thinking. Actively promote the development of students' critical thinking, cultivate the ability of insight. At the same time, select the teaching record of Little Stone Lake published by teachers Zhou Jiying and Tian Ling. Scan the content sequence of the teaching questions and analyze the scan results. The scanning results show that whether the first level content sequence of the question is considered from the second level sequence, The teaching contents of the two teachers are both sequenced. They both skilfully interspersed the study of classical Chinese knowledge in the learning process, but less involved in the cultural feelings of relegation of ancient literati. In comparison, teacher Tian paid more attention to the discipline. The multi-dimensional guidance emphasizes the literary expression; highlights that the Little Stone Pool belongs to the character of the passage of the travelogue. Finally, This paper tries to apply the question sequence to the reading teaching of classical Chinese prose in junior high school from the perspective of cognition and content. Let the latest achievements of Chinese education promote the development of teachers and students.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.33

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