Z中学文言文教学的困难及对策研究

发布时间：2018-05-12 15:03

本文选题：Z中学 + 农村高中　；参考：《广西师范大学》2017年硕士论文

【摘要】：文言文不仅是中华文明与文化的瑰宝,也是白话文的根基和现代汉语的源泉。它在中华文明传播中发挥着重要的作用。然而我国很多地区文言文教学形势严峻,教学水平较低。本文以昭平县Z中学为例,对文言文教学的现状展开研究。首先在教学困难方面,从文言文本来历史久远、实用性差等自身因素;学生的方面,学习兴趣方法不浓、积累不足及效率低下等;教师方面,教学观念落后、教学内容狭窄和教学模式陈旧等因素;现用教材编排与当地教学情况不相符而形成教学方面的困难;其它方面,如Z中学地理位置局限、当今社会的“快餐”文化,外来文化等对古典文言文的冲击,造成文言文教学陷入困境。结合教学理论与教学实践,笔者提出Z中学相应的文言文教学改革与创新对策,第一方面,在提高学生学习兴趣、加强学习积极性的认识、积累学习方法等方面加以强化。第二方面,改变教师陈旧的教学观念,提高知识储备,注重知识衔接,加强基础知识传授,教育技术现代化,教学方法多元化,如多种形式引起兴趣,丰富教学内容,多样化教学,开发语文教材,整合教材内容等方面对现有的教学现状针对性地改革,以期对Z中学以及同类的农村中学文言文教学的改善有所借鉴。本篇论文共分为四大部分:第一部分,分析文言文的特点与价值。第二部分,对Z中学文言文教学进行调查研究,了解该地及Z中学具体教学情况,调查分析师生教学过程的现状。第三部分,通过调查研究,发现Z中学文言文教学中出现如下问题:文言自身局限;教师教学观念陈旧、教学内容单一;学生学习兴趣较低。结合文言文自身特点,探究文言文教学中存在困难的主要原因,总结原因如下:教师的教学观念陈旧、教学功利性强和储备不足;学生的学习兴趣不高、方法不当;教材选编的内容难度偏大;山区农村高中自身发展的局限,及社会上文言文学习的环境氛围不足等。第四部分,针对现状,结合教学实践,对Z中学及类似的学校提出一些关于文言文教学改革及创新的可行性意见和对策与建议:1.学生方面,教师引导学生提高学习兴趣、重视文言文学习的意义、培养良好习惯和积累学习方法。2.教师方面,改变陈旧观念、提高知识储备、注重知识衔接、加强基础传授,教育技术现代化,教学方法多元化;开发教材,整合教学内容。本课题研究依托新课程改革理念、建构主义教学理论和“最近发展区”等理论,详细分析了目前山区农村高中文言文的教学困难及原因,并提出了一些可行性教学建议,以期提升Z中学及同类同学校文言文的教学水平。
[Abstract]:Classical Chinese is not only the treasure of Chinese civilization and culture, but also the foundation of vernacular Chinese and the source of modern Chinese. It plays an important role in the spread of Chinese civilization. However, the situation of classical Chinese teaching in many regions of China is grim and the teaching level is low. Taking Zhaoping Z Middle School as an example, this paper studies the present situation of classical Chinese teaching. First of all, in terms of teaching difficulties, such as the long history of classical Chinese, poor practicability and other self-factors; students' lack of interest in learning, insufficient accumulation and inefficiency, etc. The teaching content is narrow and the teaching mode is old; the arrangement of the teaching materials in use does not match with the local teaching situation, and other aspects, such as the geographical location of Z middle school, the culture of "fast food" in today's society, The impact of foreign culture on classical Chinese has led to difficulties in the teaching of classical Chinese. Combined with teaching theory and teaching practice, the author puts forward the corresponding reform and innovation countermeasures of classical Chinese teaching in Z Middle School. On the one hand, it is strengthened in the aspects of improving students' interest in learning, strengthening their understanding of learning enthusiasm, accumulating learning methods and so on. Second, we should change teachers' old teaching concepts, improve their knowledge reserve, pay attention to the link of knowledge, strengthen the teaching of basic knowledge, modernize educational technology, and diversify teaching methods, such as arousing interest in various forms and enriching teaching contents. Diversification of teaching, development of Chinese teaching materials, integration of teaching materials and other aspects of the existing teaching situation targeted reform, with a view to Z middle school and similar rural middle school classical Chinese teaching improvement reference. This thesis is divided into four parts: the first part analyzes the characteristics and value of classical Chinese. In the second part, the author investigates and studies the classical Chinese teaching in Z middle school, understands the specific teaching situation in this area and Z middle school, and investigates and analyzes the present situation of the teaching process of teachers and students. The third part, through the investigation and research, found the following problems in the teaching of classical Chinese in Z middle school: the limitation of classical Chinese itself; the old teaching concept of teachers, the single teaching content; the low interest of students in learning. Combined with the characteristics of classical Chinese, this paper explores the main reasons for the difficulties in classical Chinese teaching. The reasons are as follows: teachers' teaching concept is old, teaching utilitarianism is strong and reserves are insufficient, students' interest in learning is not high, and the methods are improper; The content of the selected textbooks is difficult, the development of rural high schools in mountainous areas is limited, and the environment of classical Chinese learning in society is not enough. The fourth part, in view of the present situation, unifies the teaching practice, to Z middle school and the similar school puts forward some feasible opinions and the countermeasure and the suggestion about the classical Chinese teaching reform and the innovation. Students, teachers guide students to improve their interest in learning, attach importance to the significance of classical Chinese learning, cultivate good habits and accumulate learning methods. On the part of teachers, we should change the old ideas, improve the knowledge reserve, pay attention to the connection of knowledge, strengthen the basic teaching, modernize the educational technology, diversify the teaching methods, develop the teaching materials and integrate the teaching contents. Based on the concept of new curriculum reform, constructivism teaching theory and the theory of "proximate development area", this paper analyzes in detail the difficulties and causes of classical Chinese teaching in rural high schools in mountainous areas, and puts forward some feasible teaching suggestions. In order to improve Z Middle School and the same school classical Chinese teaching level.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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