延边二中高一文言文阅读教学现状调查与研究

发布时间：2018-05-09 19:42

本文选题：文言文 + 教学　；参考：《延边大学》2016年硕士论文

【摘要】：高一文言文阅读教学处于初高中文言文教学的过渡阶段, “阶段性”特征明显。高中阶段的文言文学习,在难度、深度和广度上,相对初中阶段都有了很大程度的提升。本文运用文献研究法、问卷调查法、课堂观察法、访谈法,针对延边二中高一文言文阅读教学现状展开调查,以文言文阅读教学的课堂实录、学情、教学效果为调查研究对象,探索其在高一文言文阅读教学方面做出的具有借鉴性的努力,并针对在教学过程中存在的衔接问题探索解决策略,努力为高中后阶段教学打下坚实基础。《普通高中语文课程标准》、《完善中华优秀传统教育指导纲要》是本文研究的政策基础,就理论基础而言,本文主要基于学习迁移理论和建构理论。本次针对文言文阅读教学现状的调查,选取的对象是延边第二高级中学一年级的学生和数位语文教师。调查问卷《高一文言文阅读教学调查问卷》(学生卷)以整体抽样的样式发放,对教师采用访谈的方式进行资料的收集与整理。针对文言文阅读教学现状的调查,资料收集包括公开课、日常课的课堂实录,调查问卷《高一文言文阅读教学调查问卷》(学生卷)和教师访谈。延边二中教师积极探索文言文教法学法,引导学生养成良好的文言文学习习惯,培养文言能力,在文言文教学上形成具有延二特色的文言文教学策略。主要表现为文言教学内容扎实,重视文言基础知识教学,注重“文”“言”教学统一；文言教学方法多样,常采用多种教学方法：诵读法、口译法、情境法、互动探究法等；文言教学价值突出,注重从文言文学习的各个层面进行文化的渗透,让学生在学习的过程中不自觉得有了学习文化的规范化意识。据调查发现,处于衔接阶段的高一文言文教学,在处理初升高过渡期有关学生的心理发展、知识能力的衔接以及教师实际教学的操作上存在一定的衔接缺失。除此之外,文言文是传递传统文化的窗口,教师在传统文化教育的深度和广度的教学方面也存在不足。为解决文言文阅读教学中的衔接缺失问题,本文从学生和教师两大教学要素出发,探索解决问题的有效措施。从学生方面而言,要注重知识能力的迁移,培养文言文学习兴趣,积极改进文言文学习方法。从教师方面而言,要树立教学衔接意识,熟知两大课程标准,衔接师生教法学法、培养学生自学能力。通过文言文教学与学习,加强传统文化教育既是现实的需要又是教育的责任,需要教师和学生的共同努力。从教师方面而言,应循序渐进,遵循教学规律,寓教于学,灵活运用教学方法,以身作则,加强自身的思想和道德建设,加强家校联系,督促家庭教育；学生方面而言,应培养文言文学习兴趣,热爱传统文化,积极改进文言文学习方法,体会文化传统精神,培养文言文自主学习能力,探索传统文化内涵。
[Abstract]:The reading teaching of Classical Chinese in Senior one is in the transitional stage of classical Chinese teaching in junior high school. The learning of classical Chinese in senior middle school has greatly improved in terms of difficulty, depth and breadth. Based on the methods of literature research, questionnaire, classroom observation and interview, this paper investigates the present situation of classical Chinese reading teaching in Yanbian No. 2 Middle School, taking the classroom record, learning situation and teaching effect of classical Chinese reading teaching as the object of investigation. This paper explores its reference efforts in the teaching of classical Chinese reading in Senior one, and explores solutions to the problems of cohesion in the teaching process. Try hard to lay a solid foundation for the post-high school teaching. "Chinese Curriculum Standard of General Senior High School" and "perfecting the guiding Program of Chinese excellent traditional Education" are the policy basis of this paper, as far as the theoretical basis is concerned, This paper is mainly based on learning transfer theory and construction theory. According to the current situation of classical Chinese reading teaching, the objects are first grade students and digital Chinese teachers in Yanbian second Senior Middle School. The questionnaire "questionnaire of Classical Chinese Reading Teaching in Senior one" (student volume) was distributed in the form of whole sampling, and the teachers were collected and sorted out by interview. According to the investigation of the present situation of classical Chinese reading teaching, the data collection includes open class, classroom record of daily class, questionnaire < Senior one Classical Reading Teaching questionnaire] (student volume) and teacher interview. The teachers of Yanbian No. 2 Middle School actively explore the teaching methods of classical Chinese, guide students to form good learning habits of classical Chinese, cultivate the ability of classical Chinese, and form the teaching strategy of classical Chinese with the characteristics of extension and two characteristics in the teaching of classical Chinese. It mainly shows that the teaching content of classical Chinese is solid, the basic knowledge teaching of classical Chinese is emphasized, and the teaching unity of "Wen" and "Yan" is emphasized, the teaching methods of classical Chinese are various and often adopt many teaching methods: reciting, interpreting, situational, interactive inquiry and so on. The teaching value of classical Chinese is outstanding, pay attention to cultural infiltration from various aspects of classical Chinese learning, so that students can not consciously have the standardization consciousness of learning culture in the process of learning. According to the investigation, there is a certain lack of cohesion in the teaching of classical Chinese, which is in the phase of cohesion, in dealing with the psychological development of students, the cohesion of knowledge and ability, and the operation of teachers' actual teaching. In addition, classical Chinese is the window to transfer traditional culture, and teachers also lack the depth and breadth of traditional culture education. In order to solve the problem of missing cohesion in classical Chinese reading teaching, this paper explores the effective measures to solve the problem from the two teaching elements of students and teachers. From the aspect of students, we should pay attention to the transfer of knowledge and ability, cultivate interest in learning classical Chinese, and actively improve the learning methods of classical Chinese. In terms of teachers, we should set up the consciousness of teaching cohesion, know well the two curriculum standards, link up teachers and students in teaching methods, and cultivate students' ability of self-study. Through the teaching and learning of classical Chinese, strengthening traditional culture education is not only the need of reality but also the responsibility of education, which requires the joint efforts of teachers and students. As far as teachers are concerned, we should proceed step by step, follow the rules of teaching, incorporate teaching in learning, use teaching methods flexibly, set an example by example, strengthen our own ideological and moral construction, strengthen the connection between home and school, and urge family education; as far as students are concerned, We should cultivate the interest in learning classical Chinese, love traditional culture, actively improve the learning methods of classical Chinese, understand the spirit of cultural tradition, cultivate the autonomous learning ability of classical Chinese, and explore the connotation of traditional culture.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.33

【相似文献】