近十五年高考古诗词鉴赏命题的特点、趋向及其启示
发布时间：2018-07-28 09:49
【摘要】：2002年是高考古诗词鉴赏命题的转折点,这一年该题型由客观题转变为主观题,并作为主流题型在高考语文卷中稳定下来。基于高考的导向性功能,高考古诗词鉴赏命题对高中古诗词阅读教学有着极大的影响。但就当下教学实践来看,这种影响和导向的体现还只停留在表层,教师常常以高考古诗词鉴赏命题的考点作为教学的重点内容,以答题技巧作为衡量学生鉴赏水平的标准。在教学过程中,或过度分析,解读得过于繁琐、面面俱到;或一味讲究感悟、想象,让学生找不到实际的着手点。本文以2002-2016年这15年的高考古诗词鉴赏命题为研究对象,分四个部分对高考古诗词鉴赏命题的特点、趋向展开研究,为高中古诗词阅读教学提出建议。第一章研究高考古诗词鉴赏命题的依据与原则。根据《课程标准》、《考试大纲》的要求,高考古诗词鉴赏命题以浅易的古诗词作品作为选文来源,对学生古诗词鉴赏水平以及“鉴赏评价”等高级思维能力进行考查。第二章从选文和题目两个方面对近15年的高考古诗词鉴赏命题进行分析。选文一方面具有广泛性,另一方面又具有集中性。题目在考查内容方面以文本细读法为本,渗透了多种思维能力的考查;在形式上,采用了支架式题干;总体上呈现出综合性的特点。第三章探讨高考古诗词鉴赏命题的发展趋向。通过回顾过去15年的命题特点,我们可以预测将来的古诗词命题将会呈现这样几点倾向:一、选文将会进一步扩大选择范围,着重突出育人导向。二、题目将更加注重高级思维能力的考查,并允许学生融入个人生活体验、以现代人眼光鉴赏评价古诗词作品,以降低考查难度。三、命题在综合性上将会有更多尝试。第四章探究高考古诗词鉴赏命题对高中古诗词阅读教学的启示。高考古诗词鉴赏命题背后隐藏的高中古诗词阅读教学方法对教学实践有着指导作用。高中古诗词阅读教学应该更加注重文本细读法的运用,多方面发掘课程资源以提高学生的阅读量;在教学中渗透比较思维、批判性思维、逆向思维等高级思维能力的训练;适当地搭建学习支架,循序渐进地提升学生的阅读鉴赏能力,并以高效率、多样化的提问引导学生深入文本,与文本对话。
[Abstract]:The year 2002 is the turning point of the ancient poetry appreciation proposition in the college entrance examination. This year, the question type has changed from the objective question to the subjective one, and as the mainstream theme type, it has stabilized in the Chinese volume of the college entrance examination. Based on the guiding function of the college entrance examination, the appreciation proposition of ancient poetry has a great influence on the reading teaching of ancient poetry in senior high school. However, from the current teaching practice, the embodiment of this kind of influence and guidance is still only in the surface layer, the teachers often take the examination place of the ancient poetry appreciation proposition in the college entrance examination as the key content of teaching, and take the skill of answering questions as the standard to measure the appreciation level of the students. In the teaching process, or over-analysis, interpretation is too cumbersome, all-inclusive; or blindly pay attention to perception, imagination, so that students can not find a practical starting point. This paper takes the college entrance examination ancient poetry appreciation proposition from 2002-2016 as the research object, divides into four parts to study the characteristics of the college entrance examination ancient poetry appreciation proposition, tends to carry out the research, and puts forward some suggestions for the senior high school ancient poetry reading teaching. The first chapter studies the basis and principle of the ancient poetry appreciation proposition in college entrance examination. According to the requirements of the Curriculum Standard and the examination outline, the evaluation proposition of ancient poetry in the college entrance examination is based on the simple works of ancient poetry as the source of selecting articles. The level of appreciation of ancient poetry and the ability of thinking such as "appreciation and evaluation" are examined. The second chapter analyzes the ancient poetry appreciation proposition of the college entrance examination in the past 15 years from the two aspects of selection and title. On the one hand, the selection of articles is extensive, on the other hand, it has centralization. The content of the examination is based on the text reading method, which permeates the examination of various thinking abilities; in form, it adopts the scaffolding type of question stem; overall, it presents the comprehensive characteristics. The third chapter discusses the development trend of ancient poetry appreciation proposition in college entrance examination. By reviewing the propositional characteristics of the past 15 years, we can predict that the proposition of ancient poetry in the future will show such a few tendencies: first, the selection of articles will further expand the scope of choice and emphasize the orientation of educating people. Second, the topic will pay more attention to the examination of the advanced thinking ability, and allow the students to integrate into the personal life experience, and evaluate the ancient poetry works with the modern eyes, so as to reduce the difficulty of the examination. Third, there will be more attempts on the synthesis of propositions. Chapter four explores the enlightenment of the ancient poetry appreciation proposition to the reading teaching of ancient poetry in senior high school. The teaching method of reading ancient poetry in senior high school plays a guiding role in teaching practice. The teaching of ancient poetry reading in senior high school should pay more attention to the application of text reading method, explore curriculum resources in many ways to improve students' reading quantity, infiltrate into the training of advanced thinking ability, such as comparative thinking, critical thinking, reverse thinking, etc. Build the learning scaffold properly, improve the students' reading appreciation ability step by step, and guide the students into the text and dialogue with the text with high efficiency and variety of questions.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2149705
[Abstract]:The year 2002 is the turning point of the ancient poetry appreciation proposition in the college entrance examination. This year, the question type has changed from the objective question to the subjective one, and as the mainstream theme type, it has stabilized in the Chinese volume of the college entrance examination. Based on the guiding function of the college entrance examination, the appreciation proposition of ancient poetry has a great influence on the reading teaching of ancient poetry in senior high school. However, from the current teaching practice, the embodiment of this kind of influence and guidance is still only in the surface layer, the teachers often take the examination place of the ancient poetry appreciation proposition in the college entrance examination as the key content of teaching, and take the skill of answering questions as the standard to measure the appreciation level of the students. In the teaching process, or over-analysis, interpretation is too cumbersome, all-inclusive; or blindly pay attention to perception, imagination, so that students can not find a practical starting point. This paper takes the college entrance examination ancient poetry appreciation proposition from 2002-2016 as the research object, divides into four parts to study the characteristics of the college entrance examination ancient poetry appreciation proposition, tends to carry out the research, and puts forward some suggestions for the senior high school ancient poetry reading teaching. The first chapter studies the basis and principle of the ancient poetry appreciation proposition in college entrance examination. According to the requirements of the Curriculum Standard and the examination outline, the evaluation proposition of ancient poetry in the college entrance examination is based on the simple works of ancient poetry as the source of selecting articles. The level of appreciation of ancient poetry and the ability of thinking such as "appreciation and evaluation" are examined. The second chapter analyzes the ancient poetry appreciation proposition of the college entrance examination in the past 15 years from the two aspects of selection and title. On the one hand, the selection of articles is extensive, on the other hand, it has centralization. The content of the examination is based on the text reading method, which permeates the examination of various thinking abilities; in form, it adopts the scaffolding type of question stem; overall, it presents the comprehensive characteristics. The third chapter discusses the development trend of ancient poetry appreciation proposition in college entrance examination. By reviewing the propositional characteristics of the past 15 years, we can predict that the proposition of ancient poetry in the future will show such a few tendencies: first, the selection of articles will further expand the scope of choice and emphasize the orientation of educating people. Second, the topic will pay more attention to the examination of the advanced thinking ability, and allow the students to integrate into the personal life experience, and evaluate the ancient poetry works with the modern eyes, so as to reduce the difficulty of the examination. Third, there will be more attempts on the synthesis of propositions. Chapter four explores the enlightenment of the ancient poetry appreciation proposition to the reading teaching of ancient poetry in senior high school. The teaching method of reading ancient poetry in senior high school plays a guiding role in teaching practice. The teaching of ancient poetry reading in senior high school should pay more attention to the application of text reading method, explore curriculum resources in many ways to improve students' reading quantity, infiltrate into the training of advanced thinking ability, such as comparative thinking, critical thinking, reverse thinking, etc. Build the learning scaffold properly, improve the students' reading appreciation ability step by step, and guide the students into the text and dialogue with the text with high efficiency and variety of questions.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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