初中语文写人记事记叙文教学研究

发布时间：2018-04-24 19:12

本文选题：初中语文 + 写人记事记叙文　；参考：《渤海大学》2017年硕士论文

【摘要】：在初中语文教学中,记叙文的教学无疑是一个重点。而写人记事类记叙文又是重中之重。因此,研究初中语文写人记事记叙文教学显得十分必要。本论文首先界定了初中语文写人记事记叙文的内涵,阐述了初中语文写人记事记叙文教学的内容、特点及意义。其次,从课程标准、学科性质、文体特征、学情四大方面提出初中语文写人记事记叙文教学的依据。最后在前人的研究基础上,结合具体的初中语文写人记事记叙文选篇及相关教学案例进行分析,对初中语文写人记事记叙文有了新的认识。文章重点在初中语文写人记事记叙文教学策略方面得出了五种教学方法。第一,“批文入情悟读式教学法”。这种教学方法从课程标准这一总方向出发,尤其是从对朗读与思路分析的具体要求上来看,它能够引导学生边读边悟,从情出发,以情解文,真正做到“大声思考”,使学生在反复诵读中分析理解文章。第二,“对比研读式教学法”。这种方法适合分析结构、内容上有相似性,但思想情感上又独具鲜明特色的选篇。运用这一教学方法需要围绕共性,各有侧重,通过比较凸显个性。第三,“‘主问题’贯穿式教学法”。这种教学方法的设计主要从写人记事记叙文的文体特征出发,比较适合中心线索较为明显的写人记事记叙文。第四,“文本细读品析式教学法”。这种教学方法需要教师引导学生通过细读文本去品评语言、分析结构、体悟情感。第五,“读写结合迁移式教学法”。读与写是语文教学中两个重要的方面。读写结合主要是指以文章为载体,从文章内容、结构出发,进行与之相关的写作训练,以读带写、边读边写,从而提高学生的思维能力和写作能力。反之还可以通过以写促读的方式训练学生的阅读理解能力,增加学生对课文的阅读反馈。总之,希望通过本文的研究能够对初中语文写人记事记叙文教学提供一定的参考与借鉴。
[Abstract]:In junior middle school Chinese teaching, narrative teaching is undoubtedly an important point. The writing of human narratives is the most important. Therefore, it is necessary to study the teaching of writing narration in junior middle school. This paper firstly defines the connotation of the narration of the Chinese writer in junior high school, and expounds the content, characteristics and significance of the teaching of the narration of the Chinese writer in junior high school. Secondly, it puts forward the teaching basis of writing narration in junior middle school Chinese from four aspects: curriculum standard, subject nature, stylistic characteristics and learning situation. Finally, on the basis of the previous research, combined with the specific junior middle school Chinese narratives and related teaching cases to analyze, the junior middle school Chinese writer narration has a new understanding. This paper focuses on the teaching strategies of writing narratives in junior middle school Chinese and draws five teaching methods. The first is the teaching method of reading and reading. This teaching method starts from the general direction of curriculum standards, especially from the specific requirements of reading aloud and thinking analysis, and it can guide students to read and understand while reading, proceed from the feeling, interpret the text with emotion, and truly "think loudly". Enable students to analyze and understand the article in repeated recitation. Second, the teaching method of contrastive reading. This method is suitable for analyzing the structure, the content is similar, but the thought and emotion have distinct characteristic. The use of this teaching method needs to focus on generality and highlight individuality through comparison. Third, the'main question'runs through the teaching method. The design of this teaching method is mainly based on the stylistic features of the narration, which is more suitable for the narrative with obvious central clues. Fourth, the teaching method of text reading. This teaching method requires teachers to guide students to evaluate the language, analyze the structure and understand the emotion by reading the text carefully. Fifth, the transfer teaching method combined with reading and writing. Reading and writing are two important aspects in Chinese teaching. The combination of reading and writing mainly refers to taking the article as the carrier, proceeding from the content and structure of the article, carrying on the related writing training to read and write, while reading and writing, so as to improve the students' thinking ability and writing ability. On the other hand, we can train students' reading comprehension by writing and reading, and increase students' reading feedback on the text. In a word, I hope to provide some reference and reference to the teaching of Chinese narration in junior middle school through the research of this paper.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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