高中语文课程教学中的学生文本细读能力培养研究

发布时间：2018-05-05 04:32

本文选题：高中语文 + 文本细读　；参考：《河北师范大学》2016年硕士论文

【摘要】：新课改之后的语文阅读课似乎誓要扭转对文本僵化解读、一元解读的局面,好像不读出和前人不一样的东西就是粗读、疏读,以至于矫枉过正,出现了脱离文本的、求新求怪的、无语文味的语文阅读课。人们呼唤真正行之有效的方法进入课堂,指导学生深度阅读,充分发掘文本价值。在这样的背景下,文本细读法在阅读教学中的价值得到了人们的重视,越来越多的教师开始着力培养学生的文本细读能力。但培养的过程中存在许多误区,教师教得混乱,学生学得糊涂,文本细读法未能很好地在课堂教学中推行。本文试图通过梳理中外“文本细读”的研究成果,界定课程教学语境下的“文本细读”与起源于英美新批评的“文本细读”的不同,将研究范围限定在“课程教学语境”下,研究如何让学生独立运用掌握到的文本细读方法,充分挖掘文本意义,最终实现细读能力的提高。论文共五章。绪论部分先阐明本论文研究的缘起和选题的意义,继而综述国内外有关“文本细读”研究的成果,为的是界定课程教学语境下的“文本细读”与英美新批评派提出的“文本细读”的异同,将本论文的研究范围限定在“课程教学语境”内。第一章分析目前对高中生文本细读能力培养的现状及对教师的要求。第二章明确诗歌、小说、散文、戏剧四种不同体裁文本的细读侧重点。第三章论述细读文本的具体办法,即玩味语言、分析修辞、挖掘语境。第四章论述培养学生文本细读能力的课堂落实步骤,即强调预习、重视诵读、问题激趣、课外延伸四步。第五章论述对学生文本细读能力培养的效果评价,包括习题训练、举办读书汇报会、对学生批注的关注和反馈三种措施。希望本论文的研究成果能给教师的“教”和学生的“学”以启发,为高中生文本细读能力的提高提供帮助。
[Abstract]:After the new curriculum reform, the Chinese reading class seems to have vowed to reverse the rigid interpretation of the text. It seems that the situation of the monistic interpretation does not seem to be different from that of the predecessors, that is, rough reading, sparse reading, and even overcorrection, resulting in the emergence of deviations from the text. Looking for new and strange, no taste of Chinese reading class. People call for real effective methods to enter the classroom, guide students to read in depth, and fully explore the value of the text. In this context, the value of the text reading method in reading teaching has been paid more and more attention, and more and more teachers begin to cultivate the students' reading ability. However, there are many misunderstandings in the process of cultivation, teachers teach in confusion, students learn confused, and the text reading method is not well carried out in classroom teaching. By combing the research results of Chinese and foreign "text reading", this paper tries to define the difference between "text intensive reading" in the context of curriculum teaching and "text intensive reading" originated from the new criticism of the United States and the United States, and limit the scope of the study to "curriculum teaching context". This paper studies how to make students use the method of text reading independently, fully excavate the meaning of text, and finally realize the improvement of reading ability. The thesis consists of five chapters. The preface first clarifies the origin of the research and the significance of the topic, and then summarizes the domestic and foreign research results of "text reading". In order to define the similarities and differences between the "text detailed reading" in the context of curriculum teaching and the "text detailed reading" put forward by the New criticism School in Britain and America, the research scope of this thesis is limited to "curriculum teaching context". The first chapter analyzes the current situation of text reading ability cultivation of senior high school students and the requirements of teachers. The second chapter clarifies the emphasis of detailed reading of four different genres: poetry, novel, prose and drama. The third chapter discusses the specific methods of reading the text, that is, playful language, rhetorical analysis, mining context. The fourth chapter discusses the classroom implementation steps to cultivate the students' text reading ability, that is, emphasizing preview, paying attention to reading aloud, arousing interest with questions and extending four steps after class. The fifth chapter discusses the effect evaluation of students' ability to read carefully, including exercises training, reading briefing sessions, attention to students' annotations and feedback. It is hoped that the research results of this paper can enlighten teachers and students and help them to improve their reading ability.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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