基于“浪漫认知”的初中古诗词教学研究

发布时间：2018-07-03 04:21

本文选题：浪漫认知 + 古诗词　；参考：《山东师范大学》2017年硕士论文

【摘要】：初中语文古诗词教学一直是初中老师们比较棘手的薄弱环节,平时学生们只是死记硬背,根本达不到鉴赏级别。所以提高学生鉴赏古诗文的能力,并把作者表达的思想主旨达到理解、赏析、领悟、融于内心的境地,是笔者苦苦追寻的目标。“浪漫认知”则是以学生的年龄为出发点,注重了学生的解读能力以及基于学生年龄的真实存在的解读水平。由此,我本着激发学生学习古诗的兴趣、较好地解析古诗内容、真正领略古人遗留的精神硕果为原则,把与学生的真实认知水平相吻合的“浪漫认知”——这种新型的解读工具应用在古诗文的研读和教学当中。然后以师生共同的赤诚心灵和真挚感情面对文本,寻找一种线索来触动文本所隐含的作者的心灵世界,最终品读出它本来的感人画卷和深厚情志。论文一共有六部分,第一部分是绪论。首先是基于“浪漫认知”初中古诗词阅读教学的研究背景及意义,在现有的古诗词日常教学的基础上,运用“浪漫认知”进行解读,可以激发学生学习古诗词的兴趣、提高学生现有的认知水平和情意水平。其次是基于“浪漫认知”初中古诗词阅读教学的研究文献综述,查阅古诗词的相关研究,扩充对古诗词研究的深入了解。最后是基于“浪漫认知”初中古诗词阅读教学的研究思路与方法,研究的过程中主要是采用理论指导实践、理论和实践相结合的原则。第二部分首先是从理论上为我们阐释了浪漫认知的定义和内涵,从想象及想象力的概念、语言与想象力的互递性和初中生心理发展的特点出发,来说明用“浪漫认知”解读古诗词的必要性。其次是分析初中古诗词的教学现状。第三部分是基于此现状,浪漫认知在语文古诗词教学中的价值远景:一是浪漫认知这一新型的认知工具应用在古诗词的教学上,可以激活课堂氛围,在学生的心灵深处,可以与诗人进行穿越时空的古今对话。二是把“浪漫认知”应用于古诗词教学课堂,能很好地激发学生的学习兴趣,构建学生深度赏析古诗词的层层递进的模式。三是把“浪漫认知”应用于古诗词教学课堂,对教师来说,可以精寻新的解读角度,开辟多元的解读模式,有利于提高教师研读文本的能力和教学水平。第三部分集中讨论了古诗文教学中“浪漫认知”的设计原则。把“浪漫认知”应用于古诗词教学课堂,要遵循以下三个原则:从学生实际年龄出发、思维延展性、增强审美感知。第四部分是从实践的角度来浅谈浪漫认知应用于古诗文教学的教学设计策略。现实局限与极限经验的教学策略,是为了锐化学生的感受力,让学生触摸知识的边界和极限;英雄主义联想的教学策略,是力求让学生寻找古人的卓越品质,让学生收获自信,达到震撼人心的效果;惊异感的教学策略,则是期望在常规的解读中发现新的维度,可以激发学生学习和探究的新兴趣;知识的人文内涵的教学策略,主要是为了探索新知,让诗文的内容与古诗背后的相关背景相结合,让学生超越文本的表面,抵达深处的人类情感;收集和爱好的教学策略,通过学生的主动收集,旨在丰富学生学习古诗的经历,对诗文的主旨知识深化重构,让学习经历和生命体验完美并和;改换知识背景的教学策略,通过还原知识背景,让背景得以转换和重现,丰厚社会历史的内涵,让学生的学习材料无限丰厚;书面之眼的教学策略,是在优化视觉新思维的基础上,激励学生挑战学习的新机遇,纵向剖析诗人的写作历程和情感变化。第五部分是基于“浪漫认知”古诗词教学案例及其分析。这部分是理论指导实践,把“浪漫认知”运用到具体的课堂之中,选取了宋代著名女词人李清照的三首词,进行课堂实践,并分析如何把认知工具运用到课堂实践之中的。最后一部分是结语,主要是起到补充全文的作用。
[Abstract]:The teaching of ancient Chinese poetry in junior middle school has always been a difficult and difficult link of teachers in junior middle school. In ordinary times, the students are just memorized by rote and can not reach the level of appreciation at all. Therefore, it is the goal of the author to improve the students' ability to appreciate the ancient poems and to understand, appreciate, comprehend and melt into the inner situation. "Romantic cognition" takes the students' age as the starting point, pays attention to the reading ability of the students and the true reading level based on the age of the students. Therefore, in the light of the interest of inspiring the students to learn the ancient poetry, I can better analyze the content of the ancient poems, and truly appreciate the spiritual fruits of the ancient people as a principle, and the true cognition of the students with the water. The "romantic cognition", a new kind of interpretation tool, is used in the study and teaching of ancient poetry. Then, it faces the text with the sincere heart and sincere feelings of the teachers and students, looking for a clue to touch the author's mind world implied in the text, and finally reads its original moving picture and deep emotion. There are six parts altogether. The first part is the introduction. First, it is based on the background and significance of the study of the ancient poetry reading teaching in junior middle school. On the basis of the daily teaching of the ancient poems, the use of "romantic cognition" can arouse the students' interest in learning ancient poetry and improve the students' existing cognitive level and feelings. Secondly, based on the literature review of the ancient poetry reading teaching in junior middle school, the study of ancient poetry is reviewed, and the in-depth understanding of the study of ancient poetry is expanded. Finally, the research ideas and methods based on the "romantic cognition" in junior middle school poetry reading teaching are mainly based on the theory guiding practice. The second part first explains the definition and connotation of romantic cognition in theory, from the concept of imagination and imagination, the mutual delivery of language and imagination and the characteristics of the psychological development of junior high school students, the necessity of reading ancient poetry with "romantic cognition". The third part is based on the present situation, the value of romantic cognition in the teaching of Chinese Ancient Poetry: one is that the new cognitive tool of romantic cognition is applied to the teaching of ancient poetry, which can activate the classroom atmosphere, and in the depths of the mind of the students, the dialogue between the ancient and the modern times can be carried out with the poet. The two is the "wave". The application of "diffuse cognition" to the teaching of ancient poetry teaching can very well stimulate students' interest in learning and construct the progressive pattern of students' deep appreciation of ancient poetry. Three is to apply the "romantic cognition" to the teaching of ancient poetry. For teachers, it is possible to find a new interpretation angle and open up a multiple interpretation mode, which is beneficial to the improvement of teachers' research. The third part focuses on the design principles of "romantic cognition" in the teaching of ancient poetry. The application of "romantic cognition" to the teaching of ancient poetry teaching should follow the following three principles: from the actual age of the students, the ductility of thinking, and the enhancement of the perception of the beauty of the beauty. The fourth part is a brief discussion from the perspective of practice. Romantic cognition is applied to the teaching design strategy of ancient poetry teaching. The teaching strategy of realistic limitation and extreme experience is to sharpen the students' feeling, let the students touch the boundary and limit of knowledge. The teaching strategy of the heroism association is to make the students look for the quality of the ancient people's Zhuo Yue, let the students gain the confidence and reach the heart of the heart. The teaching strategy of amazement is to find new dimensions in the regular reading, which can stimulate students' new interest in learning and exploring. The teaching strategy of the connotation of knowledge is mainly to explore new knowledge, to combine the content of poetry with the background behind the ancient poetry, to let the students surpass the surface of the text and reach the depths. The teaching strategy of human emotion, collection and hobby, through the active collection of students, aims to enrich the students' experience of studying ancient poetry, deepen the reconstruction of the main knowledge of the poetry, make the learning experience and life experience perfect, and change the teaching strategy of the knowledge background, by reducing the knowledge background, allowing the background to be converted and reproduced, rich social calendar The connotation of history makes the students' learning materials limitless. The teaching strategy of the written eye is a new opportunity to stimulate the students to challenge learning on the basis of optimizing the new visual thinking. The fifth part is based on the case and analysis of the ancient poetry teaching based on the "romantic cognition". This part is the theory. In practice, the "romantic cognition" is applied to the specific class, and three words of Li Qingzhao, a famous female poet in the Song Dynasty, are selected to carry out the classroom practice, and to analyze how to apply the cognitive tools to the classroom practice. The last part is the conclusion, which mainly plays the role of supplementation to the whole text.
【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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