中学语文比较阅读教学研究

发布时间：2018-12-06 11:26

【摘要】：课程改革始终坚守“全面提高学生语文素养”的理念阵地,重视学生“方法,“能力”“思维”“习惯”的锻炼和提升,然而几十年过去了,这个夙愿始终难以实现。究其原因,笔者认为主要在于没有把握好教育改革的核心问题——理念、教材、方法三者之间的关联。教材是理念和方法沟通的桥梁,因此找到教材建设和教学方法之间的契合点,是提高阅读教学效率和效果的有效之路。既然以单元为基本组合展开阅读教学是教材建设的必然趋势,那么当前适应单元阅读教学的最佳教学形式应该是比较阅读教学。基于比较阅读教学的重要价值和当前本课题的研究现状,本文在查阅大量相关文献和观察大量教学实践中不断反思、总结,从比较阅读教学的内涵入手,论述了比较阅读教学实施的依据和意义,并对进行比较阅读教学的策略进行了重点探究,希望可以在前人基础上有所突破,为比较阅读教学理论与实践的发展贡献一点力量。本文分为三个主体部分。第一部分：比较阅读教学概论。先从比较、阅读、比较阅读、比较阅读教学等概念入手,论述了比较阅读教学的内涵；其次从课程标准、教育心理学、哲学、教材建设四方面论述了比较阅读教学的理论和现实依据。第二部分：实施比较阅读教学的紧迫性和必要性。首先对阅读教学存在的问题和原因进行简要分析,从现实层面说明实施比较阅读教学的紧迫性；其次从四个方面探究了比较阅读教学解决阅读教学中长期遗留问题的特殊价值,阐明实施比较阅读教学的必要性。第三部分：比较阅读教学策略探究。针对问卷调查所发现的当前语文教师使用比较阅读教学的状况和实施比较阅读教学过程中普遍遇到的障碍,在总结前人成功的教学经验并结合自身教学实践基础上,探究了比较阅读教学的策略。此部分为论文的核心,分别从比较阅读教学的前提、类型、内容与形式三方面进行探索。探究了运用比较阅读教学的6种情境：(1)篇幅较长,实现长文短教时；(2)主题深刻,表现含蓄时；(3)已掌握大量感性资料,升华为理性认识时；(4)和原有认知结构中的概念相差较大时；(5)文内异乎寻常的表达方式；(6)文内留白处。同时提出了选择参考对象的三个基本原则。列举了体裁、题材、主题、人物、手法、风格等内容的比较意义。探究了比较阅读教学的11种形式：同一流派(风格)不同作品的比较、同一题材不同主题作品的比较、同一文本内不同人物的比较、同一作者不同时期作品的比较、相同创作方法不同时期不同文体的作品比较、同一人物不同阶段思想感情的比较、文内反复出现但有细微差别的内容比较、同一主题(题材)作品的比较、同一体裁作品的比较、读者经验和创作者经验的比较、改写和原文表达效果的比较。
[Abstract]:Curriculum reform has always adhered to the concept of "improving students' Chinese literacy in an all-round way" and attached importance to the exercise and promotion of students' methods, abilities, thinking and habits. However, after decades, this long-cherished wish has never been realized. The author believes that the main reason lies in the lack of a good grasp of the core issues of educational reform-concept, teaching materials, methods. Teaching material is a bridge between ideas and methods, so it is an effective way to improve the efficiency and effect of reading teaching. Since it is an inevitable trend of teaching material construction to start reading teaching with unit as the basic combination, the best teaching form for unit reading teaching at present should be comparative reading teaching. Based on the important value of comparative reading teaching and the current research situation of this subject, this paper reviews and summarizes the connotation of comparative reading teaching by consulting a large number of relevant documents and observing a large number of teaching practices. This paper discusses the basis and significance of the implementation of comparative reading teaching, and probes into the strategy of comparative reading teaching, hoping to make a breakthrough on the basis of predecessors and contribute a little strength to the development of comparative reading teaching theory and practice. This paper is divided into three main parts. Part one: introduction to Comparative Reading Teaching. Starting with the concepts of comparison, reading and comparative reading teaching, this paper discusses the connotation of comparative reading teaching. Secondly, it discusses the theoretical and practical basis of comparative reading teaching from four aspects: curriculum standard, educational psychology, philosophy and textbook construction. The second part: the urgency and necessity of implementing comparative reading teaching. Firstly, the problems and causes of reading teaching are briefly analyzed, and the urgency of implementing comparative reading teaching is explained from the practical level. Secondly, this paper probes into the special value of comparative reading teaching in solving the problems left over in reading teaching from four aspects, and expounds the necessity of implementing comparative reading teaching. The third part: comparative reading teaching strategies. In view of the current situation of using comparative reading teaching and the obstacles encountered in the process of implementing comparative reading teaching, this paper summarizes the successful teaching experience of predecessors and combines with their own teaching practice. This paper probes into the strategies of comparative reading teaching. This part is the core of the thesis, from three aspects: the premise, the type, the content and the form of comparative reading teaching. This paper probes into six situations of using comparative reading teaching: (1) long length, long text and short teaching time; (2) deep theme, showing implicit time; (3) mastering a large amount of perceptual materials and sublimating into rational understanding; (4) when the concept in the original cognitive structure is quite different from that in the original cognitive structure; (5) the unusual expression in the text; (6) the space in the text. At the same time, three basic principles of selecting reference objects are put forward. The comparative significance of genre, theme, character, technique, style and so on is listed. This paper probes into 11 forms of comparative reading teaching: the comparison of different works of the same school (style), the comparison of different works on the same subject, the comparison of different characters in the same text, and the comparison of the works of the same author in different periods. The comparison of works of different styles in different periods of the same creative method, the comparison of thoughts and feelings of the same person at different stages, the comparison of the contents which appear repeatedly but with slight differences in the text, and the comparison of works on the same subject (subject matter), The comparison of the works of the same genre, the experience of the reader and the experience of the creator, the comparison of the rewriting and the effect of the original text.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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