基于文本细读的《马说》课例研究

发布时间：2018-03-20 08:30

本文选题：文本细读　切入点：《马说》　出处：《新疆师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：21世纪是“知识社会”的时代,而应对这个时代的人才需具备核心素养。国际教育界都对有关核心素养的研究高度关注,语文教学中培养学生的核心素养主要体现在:思维、语言、审美、文化四个方面。文本细读正是培养学生核心素养的必然选择。选入教材的文言文是作为了解鉴赏的“定篇”,应深入理解文本背后的文化思想,发掘文本的深层意义;因此,《马说》作为初中文言文经典篇目,适用于文本细读,文本细读是实现课程标准内容要求的重要途径。通过梳理、分析国内外“文本细读”理论,明确语文课程语境下的文本细读与文学批评语境下的文本细读理论,其内涵和特点都不同,进而根据理论建构语文课程语境下文本细读的课程要素,即言语形式、文本结构、复杂文本、问题设计。并在此基础上,根据核心素养对语文教学的要求,结合优秀语文教师的文本细读阅读教学实践,建构了文本细读的教学策略框架,包括:细读语言,引导学生体会作者情感;探究问题,引导学生挖掘文本内涵;搭建支架,培养学生自主阅读能力。通过梳理分析自1978年《马说》编入教材以来,不同时期的《马说》教材解读情况,笔者发现,《马说》的课堂教学,经历了一个由重内容到重文本,重作者,再到重读者的变化过程,虽然也体现了一定层面的细读,但都是有局限的;本研究依据时代发展要求,提出重文本细读,并重新审视《马说》的文本细读。本研究对三位名师的《马说》教学案例进行了分析,将他们的文本细读教学的显著特征提炼出来,并验证了文本细读理论及教学策略的有效性。根据上述理论探讨、教材解读分析、课例研究,本研究建构了文本细读的课程架构,并按此架构对《马说》进行文本细读分析,在此基础上完成教学设计。本研究希望通过此课例,帮助教师树立“文本细读”的教学观,为《马说》等教学提供一种新思路。
[Abstract]:In 21th century, the era of "knowledge society", and to deal with the talent in this era need to have core literacy. The international educational circles are highly concerned about the research of core literacy, the core literacy of students in Chinese teaching is mainly reflected in: thinking, Language, aesthetics and culture. Careful reading of text is the inevitable choice of cultivating students' core literacy. The classical Chinese selected in the textbook is used as a "definite text" to understand appreciation, and the cultural thoughts behind the text should be deeply understood. Exploring the deep meaning of the text, therefore, as a classical classical Chinese text in junior high school, Ma Theory is suitable for the detailed reading of the text, which is an important way to realize the content requirements of the curriculum standard. Through combing, the author analyzes the theory of "text careful reading" at home and abroad. It is clear that the theory of text fine reading in the context of Chinese curriculum is different from that in the context of literary criticism in terms of its connotation and characteristics, and then constructs the curriculum elements of careful reading of text in the context of Chinese curriculum according to the theory, that is, speech form and text structure. On this basis, according to the requirement of core literacy to Chinese teaching and combining the teaching practice of excellent Chinese teachers, this paper constructs the teaching strategy frame of text reading, including: careful reading language. To guide the students to understand the feelings of the author, to explore the problems, to explore the connotation of the text, to build the scaffold and to cultivate the students' ability to read autonomously. Through combing and analyzing, since 1978, the Horse Theory has been compiled into the textbook. The author finds that the classroom teaching of Ma Shuo has experienced a process of changing from content to text, from author to reader, although it also reflects a certain level of careful reading. However, all of them are limited. According to the requirements of the development of the times, this study puts forward that the text should be read carefully, and re-examine the text of Ma Shuo. This study analyzes the teaching cases of the three famous teachers. The significant features of their text reading teaching are extracted, and the validity of text reading theory and teaching strategies is verified. According to the above theoretical discussion, textbook interpretation and analysis, lesson case study, this study constructs the curriculum framework of text reading. According to this framework, the text of "horse theory" is analyzed, and the teaching design is completed on this basis. This study hopes to help teachers to set up the teaching concept of "text reading" through this lesson example, and to provide a new way of thinking for the teaching of "horse theory" and so on.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

【参考文献】