变易理论在初中文言文文意理解中的运用

发布时间：2018-05-01 07:09

本文选题：变易理论 + 初中文言文　；参考：《闽南师范大学》2017年硕士论文

【摘要】：变易理论在初中文言文文意理解中的运用是一个新的话题。变易理论作为课堂学习研究的基础理论,它关注学习的内容,聚焦学生的学习,更好平衡了教师的“教”与学生的“学”。当今,不少学生不爱读文言文,学习文言文普遍存在应试心理,对文言文文意“抽骨弃肉”的学习方式,以致读不懂文意,不能准确把握文意。本文立足于文言文的教学实际,将变易理论运用到文言文文意理解的学习中,研究文言文的学习内容,其中涉及到文言文基础字词的辨析、特殊句式的句意理解等内容,关注学生对文意理解的不同层次和阅读取向,运用变易图式带出的四种学习功能(对照、区分、类合和融合),让学生在学习文言文的过程中审辨到文意理解的关键特征。变易理论是一套理论与实践相结合的理论。因此,基于变易理论三个不同层面的变易,需关注学生对学习内容的变易,让变易理论贯穿到文言文的教学实践中,完善教学设计,在课堂学习上提高学生对文意的深层理解。在实践研究过程中,笔者尝试以“变易”作为指导教学设计的工具运用到文言文教学实践中,并展示该案例的实施和案例反思。
[Abstract]:The application of the theory of variation in the understanding of classical Chinese in junior high school is a new topic. As the basic theory of classroom learning research, the theory of variability pays attention to the content of learning, focuses on students' learning, and balances teachers' teaching with students' learning better. Nowadays, many students do not like to read classical Chinese, and generally have examination-oriented psychology in learning classical Chinese. Based on the teaching practice of classical Chinese, this paper applies the theory of variation to the study of the understanding of classical Chinese, and studies the learning content of classical Chinese, which involves the discrimination of the basic words of classical Chinese, the understanding of sentence meaning of special sentence pattern, and so on. Paying attention to the different levels and reading orientations of students' understanding of literary meaning, applying the four learning functions (contrast, differentiation, classification and fusion) brought out by variable schemata, students can identify the key features of literary meaning understanding in the process of learning classical Chinese. The theory of variability is a combination of theory and practice. Therefore, based on the change of three different levels of the theory of variation, we should pay attention to the change of students' learning content, let the theory of variation run through the teaching practice of classical Chinese, perfect the teaching design, and improve the students' deep understanding of literary meaning in the classroom study. In the process of practical research, the author tries to use "change" as a tool to guide teaching design in classical Chinese teaching practice, and shows the implementation of the case and case reflection.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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