初中语文批注式阅读教学研究

发布时间：2018-05-14 19:34

本文选题：初中语文 + 阅读教学　；参考：《山东师范大学》2017年硕士论文

【摘要】：阅读是人类获取知识的主要途径之一,也是提高我们审美水平的重要方式。因此,语文教学中不仅要教给学生语文知识,更重要的是要教会学生掌握学习方法,尤其是阅读方法,以提高学生的语文学习力,为学生语文素养乃至人文素养的培养奠定基础,这也是《全日制义务教育语文课程标准》中明确强调的内容。阅读在本质上是学生理解、体验与感悟的过程,然而语文阅读教学的发展状况却滞后于当前教育的需求。传统守旧的阅读教学仍占主流,学生缺乏独立思考、体验的机会,没有掌握适合自己的有效方法,从而导致兴趣下降,阅读能力的提高受到限制,语文学习力和应用能力不高。在这种形势下,以学生为中心,以学生的发展为目的、集继承传统与开拓创新于一体的批注式阅读教学法应时而生,并获得了一大批教师和学者的青睐,在实践中开展的如火如荼,收效显著。批注式阅读教学法符合以人为本的发展观,它注重引导学生的多角度、创造性解读,尊重、鼓励学生的独特感受和体验,使学生真正成为阅读学习的主人。其次,批注式阅读教学法完美地融教学方法和学习方法于一体,既发挥教师的指导组织作用,又充分调动学生的知识情感等经验储备与文本、作者、教师、同学展开深层次的对话,以重构学生的认知体系。这种方法不仅活跃了课堂气氛,为语文课堂教学注入了新的活力,而且有利于培养学生的阅读个性,使其构建丰富的情感世界和人格世界,利于学生人文素养的提升。但此教学法在当前教学实践中应用的多,而对其进行理论研究的少且没有形成系统。鉴于此,笔者从理论的角度对批注式阅读教学的涵义、理论依据、方法进行了较为详尽的叙述,并结合实际教学案例加以分析。本论文中,笔者采用了文献法、案例分析法等。笔者利用图书馆、网络等资源,搜集了关于初中语文阅读的相关文章和书籍,整合并总结这些文献资料,积累了丰富的专业理论知识,为自己的论文写作奠定坚实的基础。在探讨批注式阅读方法时,结合教材中的文学作品,引用了大量课堂教学中学生批注的案例,以证明和实践批注式阅读教学法的可行性。本文共分为四大部分:第一部分:对目前初中语文阅读教学中普遍存在的问题及其导致的结果进行了剖析,如教师备课、授课时注重教材解读而轻视学情研究,导致教学中人文精神缺失;教师授课时滥用多媒体,造成教学效果不理想;极力追求统一标准答案,使学生失去独特个性;重“文”轻“质”,分不清主次,本末倒置。从而揭示了实施批注式阅读教学的必要性。接着梳理了国内关于其概念、教法、应用三方面的研究成果及不足之处。最后,明确地提出了本论文的创新之处及采用的研究方法。第二部分:首先,在对论文著作等资料中关于阅读教学、批注式阅读教学等内涵进行深入研究的基础上,对相关概念作了更为准确的界定。然后,从建构主义、接受美学、批注式阅读的发展历程、新《语文课程标准》中的理念等方面入手对批注式阅读教学进行了理论支撑和有力论证。最后,进一步探讨了当前实施批注式阅读教学的必要性和意义,剖析总结了其在教学实践中存在的问题。第三部分:从小说、诗歌、散文、戏剧四种不同文本体裁的批注和符号式、文字式、积累式三种不同形式的批注入手,对初中阶段实施批注式阅读教学法的具体操作过程进行了探究。第四部分:结合教学中的具体实例对课内同一文本的批注式阅读教学、单元内不同文本或课内外不同文本之间的比较批注阅读教学、课外整本书的批注式阅读教学进行了较为详尽的叙述。本文注重理论与实践相结合。对批注式阅读教学的内涵的界定、理论基础的探究,以及对批注式阅读教学在实践中的应用研究,都是建立在笔者深入思考和实践经验总结的基础之上。本文的创新之处是结合自身实践和相关课例对课内外不同文本间的比较批注阅读教学和课外整本书的批注阅读教学的叙述,这打破了当前语文批注阅读教学仅局限于课内同一文本的局面。笔者试图从不同角度、不同层面探索批注式阅读教学的具体实施方法,以期为这种新型的充满生命力的阅读教学法提供一些启示。
[Abstract]:Reading is one of the main ways for human to acquire knowledge and an important way to improve our aesthetic level. Therefore, Chinese teaching is not only to teach students Chinese knowledge, but also to teach students to master the learning methods, especially reading methods, in order to improve the students' language learning ability, and for the students' language accomplishment and even humanistic quality. The development of the teaching of Chinese reading is lagging behind the needs of the current education. The traditional and conservative reading teaching is still the mainstream, and the students lack independent thinking and experience. In this situation, in this situation, in this situation, the students as the center, the development of the students as the purpose, the collection of traditional and pioneering and innovative annotation reading teaching method should be born, and get the time. A large number of teachers and scholars have been favored by a large number of teachers and scholars, which are in full swing and effective in practice. The annotation reading teaching method is in line with the concept of human centered development. It pays attention to guiding students in many angles, creatively reading, respecting, encouraging students' unique feelings and experiences, making students truly master of reading and learning. Second, annotations read. The teaching method is a perfect combination of teaching methods and learning methods. It not only plays the role of teachers' guiding organization, but also fully mobilizes the experience reserve and text of the students' knowledge and emotion. The author, the teacher and the students develop a deep dialogue to reconstruct the students' cognitive system. This method not only invigorated the classroom atmosphere, but also made the language classroom teaching. It has entered a new vitality, and helps to cultivate the students' reading personality, to build a rich emotional world and personality world, and to promote the improvement of students' humanistic quality. However, this teaching method has been used in the current teaching practice, but the theoretical research on it has not formed a system. In view of this, the author from the theoretical point of view of the annotation. In this paper, the author uses the literature method, the case analysis method and so on. In this paper, the author uses the library, network and other resources to collect relevant articles and books about Chinese reading in junior high school, and integrate and sum up these documents. We have accumulated a wealth of professional theoretical knowledge and laid a solid foundation for the writing of their own papers. In the discussion of annotation reading methods, combined with the literary works in the textbooks, a large number of cases were quoted in the classroom teaching to prove and practice the feasibility of the annotation teaching method. This paper is divided into four parts: the first part: At present, the common problems in the teaching of Chinese reading in junior middle school and the results are analyzed. For example, teachers prepare lessons, pay attention to the reading of the teaching materials and ignore the study of the learning situation, which leads to the lack of humanistic spirit in the teaching. Special personality; heavy "Wen" light "quality", can not distinguish between the main and secondary, the last inverted. Thus reveals the necessity of the implementation of annotation reading teaching, and then combed the domestic research achievements and shortcomings about its concept, teaching method, application in three aspects. Finally, it clearly put forward the innovation of this paper and the research methods adopted. The second part: first First, on the basis of in-depth study of the connotation of reading teaching and annotation reading teaching in the papers and other materials, the relevant concepts are more accurately defined. Then, from the aspects of constructivism, reception aesthetics, annotation reading development and the concept of new "Chinese curriculum standard >", the teaching of annotation reading teaching is carried out. The theoretical support and powerful argument are carried out. Finally, the necessity and significance of the current annotation reading teaching are further discussed, and the problems existing in the teaching practice are analyzed and summarized. The third part: from the novels, poetry, prose, and drama, the four different types of text genres are the batch and symbolic, the literal and the accumulation of three different forms. On the basis of annotation, the specific operation process of annotation reading teaching method in junior middle school is explored. The fourth part: the annotation reading teaching of the same text in the class, the comparison between different texts in the unit or the different text between the different texts inside and outside the class, and the annotation reading teaching of the whole book. This paper makes a more detailed description. This article focuses on the combination of theory and practice. The definition of the connotation of the teaching of annotation reading, the exploration of the theoretical basis, and the application of the annotation reading teaching in practice are based on the deep thinking and practical experience of the author. Physical practice and related lessons are used to describe the teaching of comparative annotation in different texts and the teaching of annotation in the whole book, which breaks the situation that the teaching of Chinese annotation is limited to the same text in the course. The author tries to explore the specific implementation methods of the teaching of reading from different angles and different levels. In order to provide some inspiration for this new type of reading teaching method full of vitality.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.33

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