高中语文文学作品的个性化阅读教学研究

发布时间：2018-06-30 01:51

本文选题：个性化阅读 + 文学作品　；参考：《华中师范大学》2016年硕士论文

【摘要】：阅读本身就是一个个性化的行为,然而在教学中教师的分析往往掌控着学生的理解过程,文本意义的生成也是由教师整齐划一的规定着,加之在高考的应试环境下,阅读体验受到了唯一标准答案的束缚和捆绑,原本最为自然的阅读实践的个性化遭受了严重的异化。因而,在高考应试这一客观环境无法改变的前提下,个性化阅读教学变成了一个重要的理念,在与高考妥协和适从中寻找合适的生存土壤,目的在于提高学生的文学文本解读能力,培养学生的想象力、思辨能力和批判能力,提高学生语文素养。本文从五部分展开论述：引言部分重点论述个性化阅读教学的问题缘起,阐明了个性化阅读教学研究价值和意义；第一章界定了个性化阅读教学的概念,它与文学本质、接受反应论和对话理论的相关联系,并分析了个性化阅读教学对学生个性发展的现实意义；第二章分析了高中语文阅读教学中个性化解读缺失的原因,并从提高学生的鉴赏能力出发,用三种不同的阅读形态,实现个性化阅读；第三章首先分析在适应应试环境的前提下,个性化阅读教学实施的空间,并从教师、学生、教材三方面阐述了个性化阅读教学的培养策略；结论部分再次声明个性化阅读教学的研究意义和价值,期望应试环境的改变能为学生的阅读活动带来更广阔的空间。
[Abstract]:Reading itself is a personalized behavior. However, in teaching, the teacher's analysis often controls the students' understanding process, and the generation of text meaning is regulated by the teacher uniformly, in addition to the examination-oriented environment of the college entrance examination. Reading experience is bound and bound by the only standard answer, and the individuation of the most natural reading practice is seriously alienated. Therefore, on the premise that the objective environment of college entrance examination can not be changed, individualized reading teaching has become an important idea. The purpose is to improve students' reading ability of literary texts, to cultivate students' imagination, speculative ability and critical ability, and to improve students' Chinese literacy. This paper discusses from five parts: the introduction focuses on the origin of individualized reading teaching, expounds the research value and significance of individualized reading teaching, the first chapter defines the concept of personalized reading teaching, it and the essence of literature. It also analyzes the practical significance of individualized reading teaching to the development of students' personality. Chapter two analyzes the reasons for the lack of individualized interpretation in the teaching of Chinese reading in senior high school. In order to improve students' appreciation ability, three different reading patterns are used to realize individualized reading. Chapter three first analyzes the space of individualized reading teaching under the premise of adapting to the exam-oriented environment, and analyzes the space of individualized reading teaching from teachers and students. The conclusion part states the significance and value of individualized reading teaching, and hopes that the change of exam-oriented environment will bring more space for students' reading activities.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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