初中语文阅读策略知识研究

发布时间：2018-05-21 15:55

本文选题：初中语文 + 阅读策略知识　；参考：《湖南科技大学》2016年硕士论文

【摘要】：阅读是学生获取知识、提高能力的重要途径。阅读教学是中学语文教育重要环节,但“高耗低效”的问题一直没有得到实质性解决。认知心理学关于“策略知识”的研究成果,可作为促进高效阅读的重要依据,对语文教科书编写和阅读教学有深远意义。阅读策略是指学生在阅读过程中所使用的方法和技巧,根据一定的阅读目标所选用的阅读方式。阅读策略还具有科学、针对和内隐等特征。学会如何学习、如何阅读、如何以最快的速度接受新知识,迎接新挑战,需要形成恰当的阅读策略,需要体现在包括教科书在内的各个教学环节中。人教版初中语文教科书的“单元导读”“研讨与练习”和“补白”都呈现了阅读策略知识。“单元导读”有鉴赏相关知识,但内容较笼统,表达方式单一,缺乏明确的操作方法和技巧,学生很难将所学知识举一反三。七年级“研讨与练习”的阅读策略知识主要以“信息提取”为主,旨在让锻炼学生迅速而精确的找出信息,并概括或复述文章的内容的能力;八年级的比较阅读策略较七年级有所增加,判断语境部分则相对减少,九年级“研讨与练习”中的阅读策略知识总体呈下降趋势;“补白”处的阅读策略知识始终是穿插于表达、写作等相关知识之间而存在的,没有完整的体系,稍显混乱。研究显示,策略知识的存在方式较隐晦,教师没有明确的策略知识教学,学生的学习水平不一。因此语文教科书呈现的阅读策略知识内容应更为丰富、生动,以激发学生的学习兴趣,充分调动学生的学习积极性和主动性;应遵循由表及里、循序渐进的原则,将阅读策略知识内容简单明了化;语文教师应在不断丰富阅读策略知识教学经验的同时,确保所教内容的科学性且能灵活巧妙地运用到教学实践中;学生应该制定有效的阅读策略学习目标,科学地规划阅读策略学习时间,加强新旧阅读策略知识的联系,不断提高阅读水平,以达成阅读课程规定的发展目标。
[Abstract]:Reading is an important way for students to acquire knowledge and improve their ability. Reading teaching is an important link in middle school Chinese education, but the problem of "high consumption and low efficiency" has not been solved substantively. The research results of cognitive psychology about "strategic knowledge" can be regarded as an important basis for promoting efficient reading, which has far-reaching significance for the compilation of Chinese textbooks and the teaching of reading. Reading strategies refer to the methods and skills used by students in the process of reading, and the way they choose to read according to certain reading goals. Reading strategies also have the characteristics of science, targeting and implicit. How to learn, how to read, how to accept new knowledge as quickly as possible, and how to meet new challenges need to form appropriate reading strategies and be embodied in all teaching links, including textbooks. The "unit guide", "discussion and practice" and "complement white" in the junior middle school Chinese textbook of the personal education edition have presented the reading strategy knowledge. "Unit Guide" has the appreciation related knowledge, but the content is relatively general, the expression way is single, lacks the explicit operation method and the skill, the student is very difficult to learn the knowledge to infer three. The reading strategy knowledge of the seventh grade "discussion and practice" is mainly "information extraction", in order to train the students' ability to find out the information quickly and accurately, and to summarize or retell the content of the article; Compared with the seventh grade, the comparative reading strategies of the eighth grade increased, the judgment context part was relatively reduced, and the reading strategy knowledge in the ninth grade "discussion and practice" generally showed a downward trend; The knowledge of reading strategy is always interspersed with the related knowledge of expression and writing, and there is no complete system and a little confusion. The research shows that the existence of strategic knowledge is obscure, the teachers do not have a clear teaching of strategic knowledge, and the students' learning level is different. Therefore, the content of reading strategy knowledge presented in Chinese textbooks should be richer and more vivid, in order to stimulate students' interest in learning, fully arouse students' enthusiasm and initiative in learning, and follow the principle of "from the outside to the inside, step by step". The content of reading strategy knowledge should be simple and clear, and Chinese teachers should enrich the teaching experience of reading strategy knowledge and ensure that the teaching content is scientific and can be used flexibly and skillfully in teaching practice. Students should formulate effective reading strategy learning goals, scientifically plan reading strategy learning time, strengthen the relationship between new and old reading strategy knowledge, and constantly improve their reading level in order to achieve the development goals stipulated in the reading curriculum.
【学位授予单位】：湖南科技大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.33

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