农村留守儿童阅读能力的培养
发布时间：2018-12-18 14:51
【摘要】：留守儿童是因我国经济快速发展、大量农村剩余劳动力外流而在农村产生的特殊的社会群体。随着进城务工的农民工数量的逐步递增,这个特殊群体的数量也在不断增加,而这些留守儿童的教育问题也已成为一个亟待解决的社会问题,因此,笔者将结合自己所教语文学科中留守儿童出现问题最突出的语文阅读能力的培养问题进行深一步的调查与研究,以期在今后的教学中更有成效的对留守儿童进行阅读能力的培养。本文以笔者所执教的西北农村学校的留守儿童为研究对象,通过运用文献法、访谈法及问卷调查法等研究方法来展开对农村留守儿童阅读能力的培养的研究。全文共分为六个部分:第一部分是绪论。简述了笔者选题的意义和此课题目前的研究现状,及在研究过程中运用到的主要的各种研究方法。第二部分是对农村留守儿童阅读能力的培养概述。在这个部分主要通过对农村留守儿童阅读能力培养的相关概念进行了界定说明,并叙述了农村留守儿童阅读能力培养的现实意义。根据农村留守儿童的现实情况,可以看出,对农村留守儿童阅读能力的培养有以下现实意义:既是根据新课标的要求,势在必行,也有利于学生更好的学习其他课程,更加有利于学生的全面发展和终身发展。第三部分是对农村留守儿童阅读能力的现状分析。笔者根据问卷调查及具体个案访谈的结果,首先概括了农村留守儿童阅读能力的现状,如:农村留守儿童的阅读量普遍较少,他们的阅读视野普遍较窄,而且阅读能力普遍较低,其次笔者结合哲学中的内因和外因的辩证关系来探寻了造成农村留守儿童阅读能力现状的成因。第四部分是根据前面的分析,笔者结合自己的教学实践,提出留守儿童阅读能力培养的途径,包括四个方面:一是激发学生阅读兴趣,二是指导学生掌握阅读方法,三是培养学生良好的阅读习惯,四是教师以身作则的潜移默化。第五部分是根据笔者的教学经验及尝试,概括出对留守儿童阅读能力培养的方法,包括:寻求家长配合,创造阅读环境;建立班级图书角,营造阅读氛围;课前小演讲,以听促读;丰富的课外活动,提供阅读机会;以及教师推荐阅读书目,引导学生健康阅读。第六部分是结语部分。
[Abstract]:Children left behind are a special social group in rural areas due to the rapid economic development and the outflow of a large number of rural surplus labor force. With the increasing number of migrant workers working in cities, the number of this special group is also increasing, and the education of these left-behind children has become a social problem to be solved urgently. The author will carry out a further investigation and research on the training of Chinese reading ability, which is the most prominent problem of left-behind children in the subject of Chinese teaching. In order to improve the reading ability of left-behind children in the future teaching. This paper takes the left-behind children in the northwest rural school as the research object, and through the methods of literature, interview and questionnaire to develop the reading ability of the rural left-behind children. The paper is divided into six parts: the first part is the introduction. This paper briefly introduces the significance of this topic, the present research situation of this subject, and the main research methods used in the course of the research. The second part is an overview of the development of rural left-behind children's reading ability. In this part, the author defines and explains the related concepts of the rural left-behind children's reading ability training, and narrates the practical significance of the rural left-behind children's reading ability training. According to the actual situation of rural left-behind children, we can see that the cultivation of rural left-behind children's reading ability has the following practical significance: not only according to the requirements of the new curriculum, but also conducive to students to learn other courses better. More conducive to the overall development of students and lifelong development. The third part is the analysis of the present situation of the rural left-behind children's reading ability. Based on the results of questionnaires and individual interviews, the author first summarizes the present situation of rural left-behind children's reading ability, such as: rural left-behind children's reading capacity is generally less, their reading vision is generally narrower. Moreover, the reading ability is generally low. Secondly, the author combines the dialectical relationship of internal and external causes in philosophy to explore the causes of the present situation of the rural left-behind children's reading ability. The fourth part is according to the previous analysis, the author unifies own teaching practice, proposed the way which left behind the child to read the ability to develop, including four aspects: first, stimulates the student to read the interest, the second is instructs the student to master the reading method, The third is to cultivate students' good reading habits, and the fourth is to imperceptibly set an example for teachers. The fifth part is based on the author's teaching experience and try to summarize the methods of training the reading ability of left-behind children, including: seeking the cooperation of parents, creating a reading environment, establishing a class book corner, creating a reading atmosphere; Pre- class lectures to promote listening and reading; rich extracurricular activities to provide reading opportunities; and teachers recommend reading bibliography to guide students to read healthily. The sixth part is the conclusion.
【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】：G633.33
本文编号：2386005
[Abstract]:Children left behind are a special social group in rural areas due to the rapid economic development and the outflow of a large number of rural surplus labor force. With the increasing number of migrant workers working in cities, the number of this special group is also increasing, and the education of these left-behind children has become a social problem to be solved urgently. The author will carry out a further investigation and research on the training of Chinese reading ability, which is the most prominent problem of left-behind children in the subject of Chinese teaching. In order to improve the reading ability of left-behind children in the future teaching. This paper takes the left-behind children in the northwest rural school as the research object, and through the methods of literature, interview and questionnaire to develop the reading ability of the rural left-behind children. The paper is divided into six parts: the first part is the introduction. This paper briefly introduces the significance of this topic, the present research situation of this subject, and the main research methods used in the course of the research. The second part is an overview of the development of rural left-behind children's reading ability. In this part, the author defines and explains the related concepts of the rural left-behind children's reading ability training, and narrates the practical significance of the rural left-behind children's reading ability training. According to the actual situation of rural left-behind children, we can see that the cultivation of rural left-behind children's reading ability has the following practical significance: not only according to the requirements of the new curriculum, but also conducive to students to learn other courses better. More conducive to the overall development of students and lifelong development. The third part is the analysis of the present situation of the rural left-behind children's reading ability. Based on the results of questionnaires and individual interviews, the author first summarizes the present situation of rural left-behind children's reading ability, such as: rural left-behind children's reading capacity is generally less, their reading vision is generally narrower. Moreover, the reading ability is generally low. Secondly, the author combines the dialectical relationship of internal and external causes in philosophy to explore the causes of the present situation of the rural left-behind children's reading ability. The fourth part is according to the previous analysis, the author unifies own teaching practice, proposed the way which left behind the child to read the ability to develop, including four aspects: first, stimulates the student to read the interest, the second is instructs the student to master the reading method, The third is to cultivate students' good reading habits, and the fourth is to imperceptibly set an example for teachers. The fifth part is based on the author's teaching experience and try to summarize the methods of training the reading ability of left-behind children, including: seeking the cooperation of parents, creating a reading environment, establishing a class book corner, creating a reading atmosphere; Pre- class lectures to promote listening and reading; rich extracurricular activities to provide reading opportunities; and teachers recommend reading bibliography to guide students to read healthily. The sixth part is the conclusion.
【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】：G633.33
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