“真语文”理念下的高中语文古诗文教学研究

发布时间：2018-06-23 15:03

本文选题：真语文 + 假语文　；参考：《鲁东大学》2017年硕士论文

【摘要】：古诗文是中国古代传统文化的精华,《普通高中语文课程标准(实验)》明确提出学生应当“学习中国古代优秀作品,体会其中蕴涵的中华民族精神,为形成一定的传统文化底蕴奠定基础”。学好古诗文不仅是新课标的要求,也是社会大背景下学习中国传统文化学习的要求,更有利于处在青年初期的高中生的个体发展。在高中语文教学中,古诗文教学占有很大的比例;但同时古诗文教学也一直都是语文教学中的一大难题:教师不好教,学生不易学。而符合语文学科教学规律、符合学生认知规律的“真语文”理念或许能为解决这一难题带来一些启示。本文的绪论部分从一系列关于“真语文”大讨论的文章出发,总结其主要观点,并对“真语文”进行相关的界定及对其教学原则的探究。从正文部分开始,首先将综合对高中语文教师、学生的问卷调查探究高中古诗文教学现状,发现其虽有可继续发扬之处,但也存在一些问题。其次,结合“假语文”的课例,具体分析部分具有典型性的“假语文”现象在实际教学中的表现。最后,依据“真语文”的观点、调查问卷结果以及案例分析,并结合具体实例明确如何在教学中落实“真语文”教学,对处于转型期的古诗文教学提出一些建议。本文从“真语文”理念的起源开始,以2013年《语文建设》的一系列文章为基础,运用文献研究法对这一理念的主要观点进行提炼,从而对“真语文”的概念进行界定,并总结其具体教学原则:注重“双基”训练,回归“语言文字运用”的本位,减少非语文、泛语文的东西,课堂教学不装、不演,借助语文课程进行中国传统文化教育等。综合运用调查问卷法和观察法归纳出当前古诗文教学存在的问题:部分教师专业素养有所欠缺、教学方法单一、过于依赖多媒体技术等,学生的古诗文学习兴趣不高、课堂上的自主学习机会较少、课外阅读量不足等。为了更进一步分析“假语文”现象在古诗文课堂上的具体体现,针对教学中存在的问题,本文选取了四类具有一定代表性的课例。以前文所总结的“真语文”的教学原则等为依据,提出古诗文教学策略:从教师的角度需要重视教师基本功的训练,提高教师古诗文阅读能力,养成“较真”的工作、生活习惯;从学生的角度需要养成良好的古诗文学习习惯,培养古诗文学习兴趣;在教学实施中恰当地使用新技术等,使用具有激励性、准确性的课堂评价语言,给学生更多独立思考、自主学习的机会,有意识地锻炼学生的思维能力等。结合具体课例、教学设计揭示如何在教学中落实“真语文”,避免“假语文”。本文的研究目的在于通过具体课例分析,将“真语文”理论与实际教学相结合,为语文教师的古诗文教学活动提出具有一定可行性的意见,同时也有益于学生提升古诗文学习效果。
[Abstract]:Ancient poetry and prose are the essence of Chinese ancient traditional culture. The Standard of Chinese Curriculum (experiment) in General Senior Middle School clearly puts forward that students should "study excellent works of ancient China and understand the spirit of the Chinese nation contained therein." For the formation of certain traditional cultural heritage lay the foundation. Learning ancient poetry and prose well is not only the requirement of new curriculum standard, but also the requirement of learning Chinese traditional culture under the background of society, which is more conducive to the individual development of high school students in the early stage of their youth. In the teaching of Chinese in senior high school, the teaching of ancient poetry and prose occupies a large proportion, but at the same time, the teaching of ancient poetry and prose has always been a big problem in Chinese teaching: teachers are not good at teaching, and students are not easy to learn. The idea of "real Chinese", which accords with the law of Chinese teaching and students' cognition, may bring some enlightenment to solve this problem. The introduction part of this paper starts from a series of articles about the discussion of "real Chinese", summarizes its main points of view, and makes a related definition of "real Chinese" and probes into its teaching principles. Starting from the main part, first of all, the questionnaire survey of Chinese teachers and students in senior high school will explore the current situation of ancient poetry teaching in senior high school, and find that there are still some problems in the teaching of ancient poetry and prose in senior high school. Secondly, with the example of "false Chinese", the paper analyzes the typical phenomenon of "false Chinese" in practical teaching. Finally, according to the viewpoint of "real Chinese", the result of questionnaire and case analysis, combined with concrete examples, it is clear how to carry out "true Chinese" teaching in teaching, and some suggestions are put forward for the teaching of ancient poetry and prose in the transition period. This paper begins with the origin of the concept of "real Chinese", based on a series of articles in "Chinese Construction" in 2013, and uses the method of literature research to refine the main points of view of this concept, thus defining the concept of "real Chinese". And summarizes its concrete teaching principle: pays attention to "the double foundation" the training, returns "the language character uses" the standard, reduces the non-Chinese, the pan-Chinese thing, classroom teaching does not pretend, does not perform, carries on the Chinese traditional culture education by the Chinese curriculum and so on. The problems existing in the teaching of ancient poetry and prose are summed up by the comprehensive use of questionnaire and observation: some teachers lack professional accomplishment, the teaching method is single, the students rely too much on multimedia technology, and the students' interest in learning ancient poetry and prose is not high. There are few opportunities for self-regulated learning in class and insufficient reading after-class. In order to further analyze the phenomenon of "false Chinese" in the classroom of ancient poetry and prose, aiming at the problems in teaching, this paper selects four kinds of representative class examples. Based on the teaching principles of "real Chinese" summarized above, this paper puts forward the teaching strategies of ancient poetry and prose: from the teacher's point of view, it is necessary to attach importance to the training of teachers' basic skills, to improve their reading ability of ancient poetry and prose, and to cultivate the work of "truthfulness". Life habits; from the point of view of students, we need to develop good learning habits of ancient poetry and prose, cultivate interest in learning ancient poetry and prose, and use appropriate new techniques in the implementation of teaching, and use the stimulating and accurate classroom evaluation language. Give students more independent thinking, independent learning opportunities, consciously training students' thinking ability. The teaching design reveals how to carry out "real Chinese" and avoid "false Chinese" in teaching. The purpose of this paper is to combine the theory of "true Chinese" with the practical teaching through the analysis of concrete class cases, and to put forward some feasible suggestions for the teaching activities of ancient poetry and prose of Chinese teachers. At the same time, it is beneficial to the students to improve the learning effect of ancient poetry and prose.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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