文本细读法在中学语文阅读教学中的应用误区及其改进措施

发布时间：2018-05-04 20:18

本文选题：文本细读法 + 中学语文阅读教学　；参考：《华中师范大学》2017年硕士论文

【摘要】：文本细读,虽然源于西方,但是在中国的课程语境下得到了新的发展。“拿来主义”的文本细读法在中学语文阅读教学中具有很大的适用性,对中学语文阅读教学具有重要的意义。虽然文本细读法已经被教师运于中学语文阅读教学,但是出于各方面因素,仍然存在很多的误区,亟待纠正。本文基于文本细读法在中学语文阅读教学中的应用误区,分析了出现误区的原因,并就此提出了一些解决措施。本文主要是从以下几个方面来论述的:第一部分为绪论,首先对已有的研究进行了一个总的综述和评价;然后引出了本文要研究的主要内容,即文本细读在中学语文阅读教学中的应用误区及其改进措施;最后介绍了中学语文文本细读法再研究的意义、主要内容及方法、主要思路及材料等。第二部分首先阐述了我对“文本细读”的再认识,包括对“文本” “细读”“文本细读”三个概念的阐述;然后简要论述了新批评下的文本细读与课程语境下的文本细读的不同特点以及它们之间的联系和区别,并且强调了文本细读对中学语文阅读教学的意义;最后列举了课程标准对中学语文阅读教学提出的一些要求,包括要注重个性化阅读和创造性阅读,发挥学生的主体性,在阅读文学作品的过程中,采用知人论世的方法以及综合使用多种方法等要求。第三部分着重通过呈现案例的方式指出了当前文本细读法在中学语文阅读教学中的应用误区,并分析了出现这些误区的原因。当前文本细读在中学语文阅读教学中存在着一些应用误区:细读僵化,止于教参;细读盲目,流于形式;细读随意,缺乏方法;细读过度,偏离文本等。分析了误区之后,我简要地从主观和客观两个方面阐述了出现这些误区的原因,包括细读理念功利化,忽视新课标要求和课业负担繁重,师生缺乏细读经验。第四部分是论文的重点,主要针对前文列举的文本细读法在中学语文阅读教学中的应用误区,结合细读的三个内涵,即细致、深入、反复地阅读,以及课程标准对中学语文阅读教学的要求从改变细读观念、明确细读重点、巧用细读方法、把握细读策略四个方面详细地提出了改进措施。包括改变细读观念;明确细读重点,即细读文章题目、细读文章矛盾处、细读文章留白处、关注语境;巧用细读方法,即从批注入手、从想象入手、从比较入手、从还原入手;把握细读策略,即尊重文本但不局限文本、追求创新但不偏离文本、强调自然反对刻意拔高、渗透人文但不偏离语文这四种细读策略。总之,本文立足于文本细读法在中学语文阅读教学中应用的相关研究中的不足,从文本细读法在中学语文阅读教学中的应用误区出发,分析了出现误区的原因,并提出了一些改进措施,以期对一线的教学有所帮助。
[Abstract]:Text reading, although originated from the West, has gained new development in the context of Chinese curriculum. The text reading method of "Learnism" has great applicability in the teaching of Chinese reading in middle school, and it is of great significance to the teaching of Chinese reading in middle school. Although the text reading method has been applied by teachers in the teaching of Chinese reading in middle schools, there are still many misunderstandings which need to be rectified. Based on the misunderstandings of the text reading method in the teaching of Chinese reading in middle schools, this paper analyzes the causes of the misunderstandings, and puts forward some measures to solve this problem. This paper is mainly discussed from the following aspects: the first part is the introduction, first of all, a general review and evaluation of the existing research, and then leads to the main content of this study. In the end, the paper introduces the significance, main contents and methods, main ideas and materials of the re-study of the Chinese text reading method in middle school. The second part first elaborated my understanding to "the text detailed reading", including to "the text" "the detailed reading" "the text detailed reading" three concepts elaboration; Then it briefly discusses the different characteristics of the new criticism of the text and the curriculum context of the text careful reading, as well as the relationship and difference between them, and emphasizes the significance of the text careful reading to the middle school Chinese reading teaching. Finally, it lists some requirements of the curriculum standard for the teaching of Chinese reading in middle schools, including paying attention to individualized reading and creative reading, giving full play to students' subjectivity, and in the process of reading literary works. It is necessary to adopt the method of knowing the people and discussing the world, and to use various methods synthetically. In the third part, the author points out the misunderstandings of the text reading method in the middle school Chinese reading teaching by presenting cases, and analyzes the causes of these misunderstandings. At present, there are some misunderstandings in the teaching of Chinese reading in middle school, such as ossification in reading, blind reading in form, random reading in lack of methods, excessive reading in detail, deviation from the text and so on. After analyzing the misunderstanding, I briefly explain the reasons of these misunderstandings from subjective and objective aspects, including the utilitarianism of the idea of careful reading, the neglect of the requirements of the new curriculum standard and the heavy burden of school work, and the lack of experience of reading carefully by teachers and students. The fourth part is the focus of the paper, mainly aiming at the misunderstandings of the text reading method in the middle school Chinese reading teaching, combining the three connotations of the detailed reading, that is, reading carefully, deeply and repeatedly. As well as the requirements of curriculum standards for the teaching of Chinese reading in middle schools, four aspects of improving measures are put forward in detail, such as changing the concept of careful reading, clarifying the key points of careful reading, skillfully using the method of careful reading, and grasping the strategy of careful reading. It includes changing the concept of careful reading, clarifying the key points of careful reading, that is, carefully reading the title of the article, reading the contradictions of the article, paying close attention to the context, skillfully using the method of careful reading, that is, starting from annotation, imagination, comparison and reduction; Grasping the strategy of careful reading, that is, respecting the text but not limiting the text, pursuing innovation but not deviating from the text, emphasizing the natural opposition to the deliberate exaltation, permeating the humanities but not deviating from the four strategies of careful reading of Chinese. In a word, based on the deficiency of the research on the application of the text reading method in the middle school Chinese reading teaching, this paper analyzes the causes of the misunderstanding from the misunderstanding of the text reading method in the middle school Chinese reading teaching. And put forward some improvement measures, in order to help the first line of teaching.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.33

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