高中语文外国小说教学研究

发布时间：2018-04-05 16:28

本文选题：高中语文　切入点：外国小说　出处：《河北师范大学》2017年硕士论文

【摘要】：外国小说作为外国文学作品的重要组成部分,已经进入高中语文教材多年了。外国小说中蕴含的异域文化对学生了解不同国家的语言风格、历史文化、风俗习惯有着重要的作用。学习外国小说有利于学生开阔视野,完善知识结构,同时也有利于学生形成开放的多元文化心态,符合全球化趋势。多年以来,许多专家学者和一线教师也在为完善外国小说教学不断探索,并取得了一定成就。但就目前情况来看,外国小说教学现状依然不容乐观。根据以上背景,笔者以人教版高中语文教材中的外国小说为例进行教学研究。在此版本教材中共涉及外国小说十八篇,其中必修教材选入两篇,选修教材选入十六篇。入选小说符合高中语文课程标准的相关要求,同时也符合各单元的单元要求,均是满足阅读期待的文质兼美的小说作品。笔者曾在河北师大附属实验中学进行了为期一个学期的实习。在实习期间,笔者为了深入了解当前外国小说教学存在哪些问题,以实习学校中的高中生为调查对象进行了问卷调查,为了保证调查结果的严谨性和有效性,在调查之后,笔者还组织了参与调查的部分高中语文组的一线教师以及部分高中学生进行抽样访谈调查。调查结果显示,部分教师主要关注知识与能力目标,但对情感态度与价值观目标关注度不足;与本土小说大致相同的教学内容及教学方法也使得外国小说教学过程中的多元鉴赏不到位,在一定程度上忽视了学生的情感体验。而学生在外国小说学习过程中同样显现出学习兴趣不浓厚、深入阅读文本时间不足、深度理解文本能力不足的问题。此外,高中教材中的外国小说均为汉译文学作品,在汉译过程中也难免出现本土化倾向,个别词句表述的不准确也会给教学带来困扰。综合来讲,外国小说教学存在问题的成因是多方面的,教师缺乏深入理解外国小说专业素质、学生难以适应不同时空的文化差异以及传统考试评价体系的影响都在一定程度上制约着外国小说教学的发展。因此,笔者针对教师、学生与教材本身三方面的问题分别提出改进策略。首先,教师应该从转变小说教学观念、增加自身知识储备方面努力来提升自身的外国文学素养。其次,学生应该以积极开放的多元文化心态看待外国小说,关注自身的审美体验,增强对外国文学方面的审美意识。最后,针对教材中存在的不足对教材内容进行适当扩展,包括比较多种译文来探寻文本的真正含义以及适当的引入外文原著,零距离感受外国小说的魅力。想要从根本上改进外国小说教学,不仅需要策略上的指导,还需要有切实可行的教学方法。本文提出了四种具体的教学方法,分别是情景再现法、情感体验法、中外对比法和读写结合法,旨在充分发掘学生潜能,创设情境使学生感受作品营造的场景;联系学生实际,增强学生阅读的情感体验;将主题相近的外国小说与本土小说进行比较加深学生对外国小说的理解;进行读写结合,使学生在阅读课文并形成自己的阅读体验之后,融入到作者构造的艺术情境中,再结合自身的生活经验,对文本进行再创造,以此来增进对外国小说的理解。
[Abstract]:As an important part of foreign literary works of foreign novels, has entered the high school Chinese language textbooks for many years. The novel contains foreign exotic culture for students to understand the different national language style, history and culture, plays an important role in customs. Learning foreign novels helps students to broaden their horizons, improve the knowledge structure, but also conducive to the students the formation of multicultural open mind, in line with the trend of globalization. Over the years, many experts and scholars and teachers in foreign novels teaching in order to improve the continuous exploration, and made some achievements. But the current situation, the status quo of foreign novels teaching is not optimistic. According to the above background, the author in high school Chinese textbooks. Foreign novels teaching in this study. The textbooks involving foreign eighteen novels, which required the materials selected into two, elective textbooks Sixteen were included. The relevant requirements of selected novels with senior Chinese curriculum standard, but also meet the requirements of each unit unit, is to meet the expectation of reading the text quality and beauty novels. I have been in Hebei Normal University Affiliated Experimental Middle School for a semester internship. During the internship, the author in order to understand the current what are the problems of foreign novels teaching, to practice school of high school students in the questionnaire survey, in order to ensure the preciseness and effectiveness of the results of the survey, after the investigation, the author also organized to participate in the investigation of the part of the high school language teachers group and the high school students were sampled the interview survey. The survey results show that some teachers focus on the objectives of knowledge and ability, but the emotional attitudes and values, lack of concern about the target; teaching contents and roughly the same with the local novels The method also makes multiple appreciation of foreign novels in the teaching process is not in place, to a certain extent, ignoring the emotional experience of students. The students in the learning of foreign novels also show interest in the learning process, in-depth reading of the text of insufficient time, the problem of depth understanding of the text. In addition, high school textbooks in foreign novels for the translation of literary works, also inevitable tendency of localization in the translation process, the individual words expression is not accurate will be brought to the teaching problems. In general, the causes of the existing problems in the teaching of foreign novels is various, teachers are lack of in-depth understanding of foreign novels professional quality of students to adapt to the impact of cultural differences in different time and space as well as traditional the examination and evaluation system to a certain extent, restricts the development of foreign novels teaching. Therefore, the teachers, students and teaching materials three aspects Put forward the improvement strategy for the problem respectively. First of all, teachers should change the teaching from the concept of novels, increase their knowledge to enhance the quality of foreign literature itself. Secondly, students should treat foreign novels with multicultural attitude to open, pay attention to the aesthetic experience, enhance the aesthetic consciousness of foreign literature. Finally, aiming at the shortage exists in the textbooks of teaching materials for the appropriate extension, including to explore the true meaning of the text and the introduction of the appropriate foreign original comparison of various translations, the charm of zero distance feeling foreign novels. Want to improve foreign novels teaching fundamentally, not only need the strategy guide, also need to have a feasible teaching method. This paper puts forward four kinds of teaching methods, namely scene reproduction method, emotional experience method, comparative method and the combination of reading and writing method, aims to fully explore science Students' potential, creating the situation to make students feel works to create a scene; related to students, enhance students' reading experience; the theme of similar foreign novels and local novels were compared to deepen students' understanding of foreign novels; the combination of reading and writing, after reading the text and enable the students to form their own reading experience, into the author the art situation, combined with their own life experience, the text re creation, in order to promote the understanding of foreign novels.

【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

【相似文献】