初中语文记叙性散文教学研究

发布时间：2018-07-20 15:27

【摘要】：在现行初中语文教材中,记叙性散文占有相当大的比例。记叙文教学,在很大程度上而言就是记叙性散文教学。散文因其文质兼美、感情真挚、形式自由而广受欢迎。然而,在长期的记叙性散文教学中,忽视散文文体特点,将散文混淆于小说和记叙文,教学过程千篇一律,过度依赖教参,教学目标设计不合理,散文教学低效、无效等现象屡见不鲜。散文曾被称为“美文”,教师在教学过程中该如何凸显散文的审美属性,实现对学生的审美教育;如何制定合理的教学目标,确定教学知识内容;如何安排教学过程,在有限的语文课堂上实现多维目标等,这些问题值得我们每一位语文教师认真思考。本文以现行人民教育出版社初中语文教材中现代散文为研究对象,依据其不同特点,将现代散文划分为抒情性散文、议论性散文和记叙性散文,并通过对三类散文的特点进行对比分析,结合当下记叙性散文教学的现状,重点探索新课标下记叙性散文的教学策略。论文共分为三个部分,第一部分从散文的界定、类型的划分、“形散神聚”的文体特点等方面对散文教学进行概述;第二部分结合记叙性散文在散文大类中的地位,在明确记叙性散文以写人记事为主要内容,以说真话、抒真情为主要特点的前提下,结合新课标,概括出记叙性散文的教学要求;第三部分结合初中生学习特点对教学实例的分析点评,针对记叙性散文教学目标设置混乱,忽视记叙性散文文体特点,教学过程模式化,教学内容陈旧等现状,对记叙性散文教学的策略进行探索和研究,力求在摒弃现存的教学误区的同时,在记叙性散文教学的有效性方面有一个新的提高。
[Abstract]:In the current junior middle school Chinese teaching materials, narrative prose accounts for a large proportion. Narrative teaching, to a large extent, is narrative prose teaching. Prose is popular for its quality and beauty, sincere feelings and free form. However, in the long term narrative prose teaching, the characteristics of prose style are ignored, and prose is confused with novels and narratives. The teaching process is the same, too much depends on teaching reference, the design of teaching objectives is unreasonable, and prose teaching is inefficient. Invalid and other phenomena are common. Prose was once called "beautiful text". How to highlight the aesthetic attribute of prose and realize aesthetic education for students, how to formulate reasonable teaching goal, how to determine the content of teaching knowledge, how to arrange the teaching process, how should the teacher highlight the aesthetic attribute of prose in the process of teaching? To achieve multi-dimensional goals in the limited Chinese classroom, these problems are worth every Chinese teacher's careful consideration. This article takes the modern prose in the current junior middle school Chinese teaching material of the people's Education Publishing House as the research object, according to its different characteristics, divides the modern prose into the lyric prose, the argumentative prose and the narrative prose. Through the comparative analysis of the characteristics of the three kinds of prose, combined with the present situation of narrative prose teaching, this paper focuses on exploring the teaching strategies of narrative prose under the new curriculum standard. The thesis is divided into three parts: the first part summarizes the teaching of prose from the definition of prose, the classification of types, the stylistic characteristics of "form and scattered spirit", the second part combines the status of narrative prose in the general category of prose. On the premise that the main content of narrative prose is to write people's notes, to tell the truth and express the true feelings as the main features, the teaching requirements of narrative prose are summarized in combination with the new curriculum standard. The third part analyzes the teaching examples according to the learning characteristics of junior high school students, aiming at the confusion of teaching objectives of narrative prose, ignoring the stylistic features of narrative prose, the stylized teaching process, the obsolete teaching content, and so on. This paper explores and studies the strategies of narrative prose teaching in order to get rid of the existing teaching errors and at the same time to improve the effectiveness of narrative prose teaching.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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