新课标人教版初中语文教材中的修辞格教学研究

发布时间：2018-05-19 03:06

本文选题：修辞格教学 + 阅读教学　；参考：《上海师范大学》2017年硕士论文

【摘要】：修辞格教学是中学语文修辞教学的重要部分。《义务教育语文课程标准》(2011版)中提到了要随文学习必要的语法修辞知识,并在课程标准的附录部分明确了学生在义务教育阶段需要掌握的语法修辞知识的范围。虽然课程标准提供了在义务教育阶段需要讲授的语法修辞知识的范围和基本思路。但教师在教学过程中如何确定在整个初中阶段的语文学习中教授哪些修辞格,如何确定要教授的修辞格的难度,如何更好地进行相关的训练等问题,课程标准在这些方面却没有给出明确的指导。笔者为了解决以上问题,先从教材出发整理分析了课程标准要求掌握的修辞格在人教版初中六册教材中的分布情况以及这些修辞格在教材中的呈现方式。在整理分析的过程中,笔者发现教材在修辞格的呈现方式上已经为教师明确了重点需要讲授的修辞格,在修辞格的分布情况中提示了整个初中阶段在各个年级段讲授修辞格的教学计划,教材编者还将容易混淆的修辞格在教材中安排在一起让教师讲授。结合修辞格在教材中的分布情况,笔者参考了近三年高频出现修辞格的相关课文的教学实录来分析教材中修辞格知识在实际教学中的教学情况。笔者发现当前修辞格教学存在着对修辞格低效重复讲授、忽视修辞格兼用现象、教学脱离生活、主要集中在阅读教学部分学习、练习形式单一等问题。笔者从这样的现状出发结合教材中修辞格的分布情况,提出了自己对修辞格教学的几点建议,分别涉及到阅读教学部分、写作教学部分、口语交际部分和课后练习题这四个部分。笔者建议通过阅读教学来为修辞格的学习打基础,学习基本的修辞格知识,将课后练习作为一种巩固基础知识的训练进行,最后通过写作和口语交际的训练让学生将课堂上学到的修辞格知识运用到生活中去。笔者希望通过自己对当前初中语文修辞格教学现状的分析与反思可以给中学语文教学中的修辞格的教学提供一些自己的建议,为中学语文中的修辞格教学贡献自己的一份力量。
[Abstract]:Rhetoric teaching is an important part of Chinese rhetoric teaching in middle school. In the appendix part of the curriculum standard, the scope of grammatical and rhetorical knowledge that students need to master in compulsory education is clarified. Although curriculum standards provide the scope and basic ideas of grammatical and rhetorical knowledge to be taught in compulsory education. However, in the process of teaching, how to determine which rhetorical devices are taught in the whole junior middle school language study, how to determine the difficulty of the rhetorical devices to be taught, how to better carry out the relevant training, etc. Curriculum standards do not provide clear guidance in these areas. In order to solve the above problems, the author analyzes the distribution of rhetorical devices in the six textbooks of junior high school and the presentation of these figures of speech in the textbooks from the perspective of teaching materials. In the process of sorting out and analyzing, the author finds that the presentation of rhetorical devices in teaching materials has already made clear for teachers the figures of speech that need to be taught. The distribution of figures of speech indicates the teaching plan of teaching figures of speech in different grades in the whole junior middle school stage. The textbook editor also arranges easily confused figures of speech in the teaching material for teachers to teach. Combined with the distribution of rhetorical devices in textbooks, the author makes reference to the teaching records of the texts in which rhetoric figures appear at high frequencies in the past three years to analyze the teaching situation of the knowledge of rhetorical devices in the teaching materials in actual teaching. The author finds that there are some problems in the teaching of rhetorical devices at present, such as repeated teaching of low efficiency, ignoring the phenomenon of using both figures of speech, leaving teaching out of daily life, mainly focusing on the learning of reading teaching and the single form of practice, etc. Based on the present situation and the distribution of rhetorical devices in textbooks, the author puts forward some suggestions on the teaching of rhetorical devices, including the teaching of reading and the teaching of writing. Oral communication part and after-class exercises these four parts. The author suggests that reading teaching should be used to lay the foundation for the study of rhetorical devices, to learn basic rhetorical knowledge, and to practice after class as a kind of training to consolidate basic knowledge. Finally, through the training of writing and oral communication, students can apply the rhetorical knowledge learned in class to life. The author hopes that through his own analysis and reflection on the current situation of Chinese rhetoric teaching in junior high school, the author can provide some suggestions for the teaching of rhetorical devices in middle school Chinese teaching and contribute his own strength to the teaching of rhetorical devices in middle school Chinese.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

【参考文献】