初中语文“悦”读教学的实践研究

发布时间：2018-06-24 08:44

本文选题：初中语文 + “悦”读　；参考：《山东师范大学》2017年硕士论文

【摘要】：阅读是语文教学的重头戏,历来都是热点的研究课题之一,对初中生阅读教学进行研究有着非常重要的现实意义。通过梳理并分析国内外关于阅读动机以及“悦”读教学相关的研究发现,这些关于阅读的研究,有自主阅读的研究,有对儿童自主阅读的研究,有对高中经典阅读的研究,也有对初中语文课外经典“悦读”的策略的研究,但在开展“悦”读的实施策略上几乎都留下了空白,没有对初中学段“悦”读的系统研究,即使有一些策略研究,也基本上是针对经典阅读,没有对初中学段的学生阅读从阅读认知过程和阅读调控过程方面进行动机理论和策略的系统研究,因而也没有把初中学段的阅读提升到“悦”读的深入研究。我从中学生阅读目的与态度、阅读的环境、阅读材料的内容、阅读材料的获得途径、阅读时间与方法、阅读习惯与指导、影响阅读的因素等角度对影响初中语文阅读兴趣、阅读动机等的因素进行了抽样调查。调查发现:追求高升学率,课业负担重,学生无趣也无暇阅读;信息网络条件下的视听文化氛围对学生的阅读造成了极大的冲击;阅读教学目标模糊不清,任务不明确;学生阅读缺乏必要而科学的指导;传统的阅读教学方式阻碍了学生的阅读;阅读评价方式相对单一,不利于阅读教学的有效开展。本文尝试着从阅读认知的“感知——理解——表述——鉴赏评判”四种心理过程出发,从阅读调控过程的“阅读动机——阅读兴趣——阅读意志”的角度对造成初中语文阅读教学的现状进行归因分析,以探寻激发学生“悦”读的有效策略。本文通过分析影响阅读动机的相关因素,找出有利于学生主动“悦”读的因素,既有影响“悦”读认知过程的心理素质,又有影响“悦”读调控过程的因素,如阅读兴趣、阅读动机、阅读意志等。其中影响阅读动机的因素有目标希望等的影响、阅读文本因素、家庭环境、学校环境等因素的影响、计算机等教学设施对辅助阅读的影响、阅读活动的影响等。以此为依据探索相应的“悦读”教学策略:营造和谐的读书氛围,创设良好的读书环境开启“悦”读;加强阅读方法的指导,养成良好的阅读习惯伴随“悦”读;改变传统的阅读方式,生成有效的对话教学助推“悦”读;搭建多彩的活动平台,增强学生的主观体验拓展“悦”读;建立多元化评价体系,深化学生的情感体验强化“悦”读。以此来实现我个人坚持的语文教学主张“学好语文是为了让你更好地生活着,让阅读成为一种自觉愉悦的行为习惯”,以达成“悦”读的目的,让学生在主动阅读中,增强积极的人生体验,体味生活中的奥秘与快乐,从内心深处喜欢阅读,爱上阅读,主动阅读,从而实现自主“悦”读。
[Abstract]:Reading is an important part of Chinese teaching and has always been one of the hot research topics. It has very important practical significance to study junior high school students' reading teaching. By combing and analyzing domestic and foreign researches on reading motivation and reading teaching, we find that there are some researches on reading, including autonomous reading, children's autonomous reading, and high school classic reading. There is also a study on the strategy of "Yue Yu", a classic of junior middle school Chinese, but almost all of them leave a blank in the implementation strategy of "Yue", and there is no systematic study of "Yue" in junior middle school, even if there are some strategic studies. It is also aimed at classical reading, and there is no systematic study of motivation theory and strategy in reading of junior middle school students from the aspects of reading cognitive process and reading regulation process. Therefore, it does not promote the reading of junior middle school to "Yue" reading in-depth research. I influence the reading interest of junior high school students from the aspects of reading purpose and attitude, reading environment, content of reading materials, access to reading materials, reading time and methods, reading habits and guidance, factors affecting reading, etc. A sample survey was conducted on factors such as reading motivation. The investigation found that the pursuit of high promotion rate, heavy workload, students are not interested in reading, the audio-visual cultural atmosphere under the information network conditions has caused a great impact on students' reading, reading teaching objectives are vague, tasks are not clear; Students lack of necessary and scientific guidance in reading; traditional reading teaching hinders students' reading; reading evaluation is relatively single, which is not conducive to the effective development of reading teaching. This paper attempts to proceed from the four psychological processes of "perception, understanding, expression, appreciation and evaluation" of reading cognition. From the perspective of "reading motivation-reading interest-reading will" in the process of reading regulation, this paper analyzes the present situation of reading teaching in junior middle school, in order to explore the effective strategies to stimulate students' reading. By analyzing the relevant factors affecting reading motivation, this paper finds out the factors that are beneficial to students' active reading, not only the psychological quality of the cognitive process of reading, but also the factors that affect the process of reading regulation, such as reading interest. Reading motivation, reading will, etc. Among them, the factors influencing reading motivation include target hope, reading text, family environment, school environment, computer teaching facilities, reading activities and so on. Based on this, the author explores the corresponding teaching strategies of "Yue read": to create a harmonious reading atmosphere, to create a good reading environment to open "Yue" reading, to strengthen the guidance of reading methods, to develop good reading habits with "Yue" reading; Changing the traditional reading methods, creating effective dialogue teaching to promote "Yue" reading, building colorful activity platform, enhancing students' subjective experience, expanding "Yue" reading, establishing a pluralistic evaluation system, Deepening students' emotional experience and strengthening "Yue" Reading. In order to achieve my personal insistence on Chinese teaching, "to learn Chinese well is to let you live a better life and to make reading become a self-conscious and pleasant behavior habit," in order to achieve the purpose of "Yue" reading, so that students can read on their own initiative. Strengthen the positive life experience, appreciate the mystery and happiness of life, like reading, love reading, and read actively from the bottom of the heart, so as to achieve the autonomous "happy" reading.
【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】：G633.3

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