“撮词带面”教学方法在初中文言诗文教学中的实践探索

发布时间：2018-05-03 15:33

本文选题：初中文言诗文 + 教学方法　；参考：《上海师范大学》2017年硕士论文

【摘要】：随着新一轮课改和围绕语文教学内容重构的讨论不断深入,以及培养和激发学生对中国古代文化认知和兴趣的需要,文言诗文在语文教学和考试中的比例有了很大的提高。因此,文言诗文教学也就成为初中语文教学的重要组成部分,其教学方法值得我们去深入研究。上海市教研室教研员曹刚老师在几次市级文言诗文公开交流评课时提出了“撮词带面”的教学方法,但并未对此作具体阐释和系统论述。受曹刚老师的启发,并通过大量的教学实践后,笔者认为,“撮词带面”这一教学方法确实是改变文言诗文“满堂灌”的教学模式,优化文言诗文教学的一种有效的教学方法。本文以沪教版初中语文六至九年级教材中的文言诗文篇目为例,结合自己的教学实践,论述“撮词带面”教学方法在初中文言诗文教学实践中的运用。第一章的绪论部分主要通过对国内初中文言诗文的教学现状和文言诗文教学方法研究现状的分析,体现了“撮词带面”教学方法提出的现实意义。第二部分则交代了“撮词带面”教学方法的提出及其积极作用。既交代了“撮词带面”的提出,又相关核心概念款进行了界定。重点论述了“撮词带面”这一教学方法在兼顾“文”、“言”关系、有助学生自主学习、激发学生学习兴趣三方面的积极作用。第三部分是以沪教版初中语文教材为例,从“撮词”的原则所要撮的“词”在文本中所处的位置及本身的词性的角度论述教学方法的具体运用。第四部分则是对“撮词带面”这一教学方法进一步探究和深思。既不回避“撮词带面”教学方法自身的局限性,又从与其他教学该方法相结合和自我完善两个角度来论述如何克服和弥补这一教学方法的不足。“撮词带面”教学方法不仅能大大缩短了教学用时,而且对于冗长的文言诗文,学生也拥有了全新的思维方式,也不会有认知疲劳感,教学的效率自然也大大提高。同时也在潜移默化下使学生逐渐感受文言文语言特点,培养文言语感,进而具备教学大纲所提出的“欣赏优美、精彩的语言”的能力,真正在文言诗文教学也能做到语文“工具性”与“人文性”的统一。希望可以对初中文言诗文教学实践起到一定的借鉴作用,也希望能对古代经典诗文的传承与发展起到一些积极的作用。
[Abstract]:With a new round of curriculum reform and discussion on the reconstruction of Chinese teaching content, and the need to cultivate and stimulate students' cognition and interest in ancient Chinese culture, the proportion of classical Chinese poetry and prose in Chinese teaching and examination has been greatly improved. Therefore, classical Chinese poetry teaching has become an important part of junior high school Chinese teaching, its teaching method is worth our in-depth study. Professor Cao Gang, a teacher in Shanghai's teaching and research office, has put forward the teaching method of "summing words with face" in several public exchanges of classical Chinese poetry and prose at the city level, but has not made a concrete explanation and systematic discussion on this. Inspired by teacher Cao Gang, and through a large number of teaching practices, the author thinks that the teaching method of "summing words with face" is indeed an effective teaching method to change the teaching mode of classical Chinese poetry and prose and to optimize the teaching of classical Chinese poetry and prose. In this paper, the author takes the classical Chinese as an example in the sixth to ninth grade teaching materials of Shanghai Middle School language, and discusses the application of the teaching method of "summing words with face" in the teaching practice of classical Chinese poetry and prose in junior high school with his own teaching practice. The introduction part of the first chapter mainly through the domestic junior high school classical Chinese poetry teaching situation and the classical Chinese poetry teaching method research status analysis, reflected the "summary words with face" teaching method put forward the practical significance. The second part describes the teaching method and its positive role. Not only explained the "section of words with a surface", but also the core concept of the definition of the section. This paper mainly discusses the positive role of the teaching method of "summing words with face" in taking into account the relationship between "text" and "words", which is helpful to students' autonomous learning and arousing students' interest in learning. The third part is taking the Shanghai Education edition junior middle school Chinese teaching material as an example, discusses the concrete application of the teaching method from the point of view of the position of the "word" in the text and its own part of speech. The fourth part is to further explore and ponder the teaching method. This paper not only does not avoid the limitation of the teaching method, but also discusses how to overcome and make up the deficiency of this teaching method from two angles of combination with other teaching methods and self-improvement. The teaching method of "picking words with face" can not only shorten the teaching time greatly, but also has a new thinking mode for the long classical Chinese poetry and prose, and will not have cognitive fatigue, so the teaching efficiency will be greatly improved. At the same time, it also makes the students gradually feel the characteristics of classical Chinese language, cultivate the sense of classical Chinese language, and then have the ability of appreciating beautiful and wonderful language as proposed in the syllabus. The real teaching of classical Chinese poetry and prose can also achieve the unity of Chinese "instrumentality" and "humanity". Hope to play a certain reference to the teaching practice of classical Chinese poetry and prose in junior high school, but also hope to play a positive role in the inheritance and development of ancient classical poetry and prose.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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