高中语文阅读教学中多元解读方法研究

发布时间：2019-02-27 07:10

【摘要】：阅读教学在高中语文教学中具有重要地位,多元解读与新课标所倡导的培养学生多角度多层次地阅读相吻合,是一种较为重要的阅读方法。阅读教学中的多元解读不仅能够重视学生语文学习过程中的独特体验和感悟,还有助于学生语文阅读能力和语文素养的提高。在阅读教学中,文学作品的多义性和读者审美情趣的差异性,使得不同学生对同一文本的解读常常出现不同的答案,同一学生在不同时期对同一文本的解读也会有所变化。多元解读对语文课的课堂气氛和教学效果起到了不可忽视的促进作用,如何优化多元解读的方法已经成为当前高中语文阅读教学中的重要问题。恰当的多元解读是展开学生、教师、文本之间多重对话的关键,符合语文教学与文学理论的要求。当今高中语文阅读教学中的多元解读存在脱离文本内容、过程流于形式、偏离主流价值观等误区,需要适应时代背景的方法指导与实践。论文主要分为三部分:第一部分主要梳理学界对多元解读定义的不同界定,论述多元解读的理论基础。第二部分主要论述当前高中语文阅读教学中多元解读的现状,并结合访谈法、观察法等方法的调查结果分析多元解读存在的问题及原因。第三部分主要针对当前高中语文阅读教学中多元解读存在的问题提出具体的优化策略。高中语文阅读教学中多元解读的方法可以从两个角度出发进行研究,以使多元解读更具创新性、针对性与实践性。一是调整教师的教学理念,践行支架教学、树立信服威信,在与学生平等对话的基础上对学生的多元解读进行引导与启发,促进学生生成真正意义上的多元解读;二是优化课堂教学的方法,利用跨界式补白法、还原式探究法和综合式比较法对文学类文本进行多元解读,为学生进行多元解读提供具体的操作途径。
[Abstract]:Reading teaching plays an important role in Chinese teaching in senior high school. Multi-reading coincides with the cultivation of students' multi-angle and multi-level reading advocated by the new curriculum standard. It is an important reading method. Multi-reading in reading teaching can not only attach importance to students' unique experience and understanding in the process of learning Chinese, but also contribute to the improvement of students' Chinese reading ability and Chinese accomplishment. In the teaching of reading, the polysemy of literary works and the difference of readers' aesthetic taste make different students' interpretation of the same text often appear different answers, and the same students' interpretation of the same text will also change in different periods. Multi-reading plays an important role in promoting the classroom atmosphere and teaching effect of Chinese class. How to optimize the method of multi-reading has become an important problem in the teaching of Chinese reading in senior high schools. Proper multi-interpretation is the key to develop multiple dialogues among students, teachers and texts, which accords with the requirements of Chinese teaching and literary theory. Nowadays, the multi-interpretation of Chinese reading teaching in senior high school has some misunderstandings, such as deviating from the content of the text, the process being mere form, deviating from the mainstream values, and so on. The thesis is divided into three parts: the first part is about the different definitions of multi-interpretation in the field of carding, and discusses the theoretical basis of multi-interpretation. The second part mainly discusses the present situation of multi-reading in the teaching of Chinese reading in senior high school, and analyzes the problems and reasons of multi-reading combined with the survey results of interview method and observation method. The third part mainly aims at the current high school Chinese reading teaching in the multi-interpretation of the existing problems put forward specific optimization strategies. The method of multi-reading in the teaching of Chinese reading in senior high school can be studied from two angles, so as to make the multi-reading more innovative, targeted and practical. First, adjust the teacher's teaching idea, practice the support teaching, establish the convincing prestige, guide and enlighten the students' multi-interpretation on the basis of the equal dialogue with the students, and promote the students to produce the multi-interpretation in the real sense; The second is to optimize the classroom teaching method, using the method of cross-boundary replenishment, reductive inquiry and comprehensive comparison to multi-interpretation of literary texts, to provide students with a specific approach to multi-interpretation.
【学位授予单位】：青岛大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.33

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