台湾翰林版国中《国文》教科书课后习题研究
发布时间：2018-09-05 06:54
【摘要】：本文以台湾地区翰林版国中《国文》教科书课后习题为研究对象,探索台湾地区国文科目前的教育现状。习题设计以《课程纲要(国文教学领域)》为指导,注重培养学生听、说、读、写、作的能力。课后习题主要分为“问题讨论”和“应用练习”两个部分,“问题讨论”的习题内容立足于帮助学生理解文本;“应用练习”部分则主要帮助学生巩固语文知识。通过对两部分的题量、题型和习题内容进行统计、分析得出:题型多样;关注读和说的习题内容较多。基于文本角度对课后习题进行考察,发现面对具有多重主题的文本时,课后习题忽略引导学生关注主题的多义性;对于文本细节,课后习题有引导学生关注,但数量较少,在209道习题总量中,仅有23道题目与文本细节相关,仅能引导学生关注文本的个别细节,不具有系统性;习题中没有与文本空白相关的习题设计;引导学生关注文本结构的习题数量不多,六个学期仅5道题目;国中阶段对修辞的学习仅立足于辨识层面,没有上升到通过修辞学习来提高学生的表达和写作能力。从文本角度分析得出:台湾地区国中阶段的国文教学注重阅读广度而不重视阅读深度。从文体和作者两个角度对习题设计的个性化进行探讨,发现小说部分的习题设计主要从语言和结构着手;散文部分的课后习题主要引导学生关注文章语言和写作技巧;诗词部分的课后习题注重内容理解及诗词写作方法指导;从作者层面而言,课后习题设计注重引导学生关注作者创作的个性化。课后习题的主要特点是:习题设计尊重学生的个性化看法;重视将文本与学生个人经验结合;以创新类题目培养学生的发散性思维。其存在的主要问题是:习题设计关联性不强。
[Abstract]:In this paper, the present situation of liberal arts education in Taiwan is explored by taking the after-class exercises of the Hanlin edition of the Chinese language textbook in Taiwan as the research object. The exercises design is guided by the syllabus of Chinese language teaching and focuses on the cultivation of students' ability to listen, speak, read, write and do. The exercises after class are mainly divided into two parts: "problem discussion" and "practical exercise". The content of "problem discussion" is based on helping students understand the text, while the part of "application exercise" mainly helps students to consolidate their knowledge of Chinese. Through the statistical analysis of the quantity, type and exercise content of the two parts, it is concluded that there are various types of questions, and more problems are concerned about reading and speaking. From the perspective of text, it is found that in the face of the text with multiple themes, the after-class exercises neglect to guide students to pay attention to the polysemy of the subject; for the text details, the after-class exercises lead the students to pay attention, but the number is relatively small. In the total number of 209 exercises, only 23 questions are related to the text details, which can only lead students to pay attention to the individual details of the text and are not systematic. There are not many exercises to guide students to pay attention to text structure, only 5 questions in six semesters, and the study of rhetoric in middle school is only based on identification level, and it does not rise to improve students' ability of expression and writing through rhetoric learning. From the point of view of text, it is concluded that Chinese language teaching in Taiwan pays attention to reading breadth rather than reading depth. This paper probes into the individuation of exercises design from the angle of style and author, and finds that the exercises design of the novel part mainly starts from the language and structure, and the essay part mainly guides the students to pay attention to the language and writing skills of the article. Poetical exercises focus on content understanding and poetical writing method guidance; from the author level, the design of after-class exercises focus on guiding students to pay attention to the individuation of author's creation. The main features of the exercises after class are that the exercises design respects the students' individualized views, attaches importance to the combination of the text and the students' personal experience, and trains the students' divergent thinking with the innovative topics. Its main problem is: exercise design is not strong relevance.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2223521
[Abstract]:In this paper, the present situation of liberal arts education in Taiwan is explored by taking the after-class exercises of the Hanlin edition of the Chinese language textbook in Taiwan as the research object. The exercises design is guided by the syllabus of Chinese language teaching and focuses on the cultivation of students' ability to listen, speak, read, write and do. The exercises after class are mainly divided into two parts: "problem discussion" and "practical exercise". The content of "problem discussion" is based on helping students understand the text, while the part of "application exercise" mainly helps students to consolidate their knowledge of Chinese. Through the statistical analysis of the quantity, type and exercise content of the two parts, it is concluded that there are various types of questions, and more problems are concerned about reading and speaking. From the perspective of text, it is found that in the face of the text with multiple themes, the after-class exercises neglect to guide students to pay attention to the polysemy of the subject; for the text details, the after-class exercises lead the students to pay attention, but the number is relatively small. In the total number of 209 exercises, only 23 questions are related to the text details, which can only lead students to pay attention to the individual details of the text and are not systematic. There are not many exercises to guide students to pay attention to text structure, only 5 questions in six semesters, and the study of rhetoric in middle school is only based on identification level, and it does not rise to improve students' ability of expression and writing through rhetoric learning. From the point of view of text, it is concluded that Chinese language teaching in Taiwan pays attention to reading breadth rather than reading depth. This paper probes into the individuation of exercises design from the angle of style and author, and finds that the exercises design of the novel part mainly starts from the language and structure, and the essay part mainly guides the students to pay attention to the language and writing skills of the article. Poetical exercises focus on content understanding and poetical writing method guidance; from the author level, the design of after-class exercises focus on guiding students to pay attention to the individuation of author's creation. The main features of the exercises after class are that the exercises design respects the students' individualized views, attaches importance to the combination of the text and the students' personal experience, and trains the students' divergent thinking with the innovative topics. Its main problem is: exercise design is not strong relevance.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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