陈日亮和韩军文本教学解读的比较研究

发布时间：2018-06-09 03:41

本文选题：陈日亮 + 韩军　；参考：《西华师范大学》2016年硕士论文

【摘要】：陈日亮和韩军是我国著名的语文特级教师,分别是“闽派语文”领军人和“新语文教育”领军人。两位特级教师对当下语文教学效率低下以及语文性质模糊的问题都予以自己的思考和想法。本文从两位教师的文本解读观来探求语文文本解读现状和问题原因。从陈日亮和韩军对中学课文的课堂实录解读或教学个案分析,找出他们文本解读观的异同点并进行比较分析,反思中学语文教学和中学语文课堂教学,从中吸取可借鉴的地方加以发扬,并结合课堂教学给予有效的文本解读策略,为一线教师文本解读提供参考。本文分为三个部分:第一部分概述文本解读的相关概念,解读新课标对文本解读的课程要求,实施建议以及文本解读评价。联系文本解读现状,分析教师文本解读存在的过度解读,忽视学生主体性等等问题。之后从教师和学生两个方面来进行原因探究。第二部分主要讲述陈日亮和韩军两位教师的文本教学解读分析比较。归纳他们的共同之处,即积累和诵读。而后根据他们的教学实录或教学案例,从思考、文本的“一元”和“多元”、人文性和工具性的侧重等不同角度,阐述两位教师文本教学解读的不同之处。第三部分结合文本解读的现状分析,借鉴陈日亮和韩军老师的文本教学解读特点比较,思考中学语文教学和中学语文课堂教学,并从中得到启发。要立足文本,师生进行有效的解读对话;课堂上确保教师主导,学生为主体;解读文本原味要根据语境来思考;最后通过微观分析,培养教师的独立解读能力。
[Abstract]:Chen Riliang and Han Jun are famous Chinese teachers in China. The two teachers give their own thoughts on the problems of low efficiency and vague nature of Chinese teaching. This paper explores the current situation and causes of Chinese text interpretation from two teachers' views of text interpretation. In this paper, the author finds out the similarities and differences of Chen Riliang and Han Jun's views on the interpretation of middle school text, and reflects on the teaching of Chinese in middle school and the classroom teaching of Chinese in middle school by analyzing the classroom record and teaching case of middle school text by Chen Riliang and Han Jun, and find out the similarities and differences between them. Draw lessons from them to carry forward and give effective text reading strategies combined with classroom teaching to provide reference for first-line teachers' text interpretation. This paper is divided into three parts: the first part is an overview of the text interpretation of the relevant concepts, interpretation of the new curriculum standards for text interpretation of the curriculum requirements, implementation recommendations and text interpretation evaluation. Connecting with the current situation of text interpretation, this paper analyzes the over-interpretation of teachers' text interpretation, neglects students' subjectivity and so on. Then from the teachers and students to explore the causes of the two aspects. The second part mainly talks about the text teaching analysis and comparison between Chen Riliang and Han Jun teachers. What they have in common is accumulation and recitation. Then, according to their teaching records or teaching cases, from different angles of thinking, "monism" and "pluralism" of text, emphasis on humanism and instrumentality, this paper expounds the differences between the two teachers' interpretation of text teaching. The third part is based on the analysis of the current situation of text interpretation, and draws lessons from the comparison of the reading characteristics of Chen Riliang and Han Jun, thinking about the middle school Chinese teaching and middle school Chinese classroom teaching, and get inspiration from it. Should base on the text, teachers and students to effectively interpret dialogue; ensure teacher-led in the classroom, students as the main body; to interpret the original taste of text to think according to the context; finally, through micro-analysis, to cultivate teachers' independent reading ability.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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