初中语文教学中的随文语法教学研究

发布时间：2019-03-02 17:36

【摘要】：语法教学作为语文课程教学内容的重要组成部分,从上世纪90年代起就越来越不被重视,甚至到了被取消的地位。面对语法教学地位的下降,广大师生对语法的态度也发生了翻天覆地的变化,认为语法知识可以不作为必修内容,可学可不学。在这种观念的引领下,语文教学出现了尴尬的局面:学生对现代汉语的掌握和运用能力越来越差,经常出现词性不分、文句不通、逻辑混乱等情况。这种局面的出现,足以说明中学语文教学中语法知识教学是必不可少的,那么在教学中应该采取什么策略来补救这种尴尬的局面呢?其实,在语文教学实践中,广大语文教育工作者积累了很多关于中学语文语法教学的实践经验。随文语法教学,便是一种简单有效的语法教学方法。它是一种教师在教学过程中伴随着教材经典范文的阅读理解而展开语法教学的活动。随文语法教学方法的运用旨在激发学生语法学习的兴趣、培养他们正确理解和运用祖国语言文字的能力、提升他们对汉语的认知水平。本文通过对内蒙古集宁区的三所中学在校师生的访问和调查,了解当前中学语法教学的现状,并对其原因作出分析判断,并提出相应的随文语法教学策略。全文主要包括以下四个方面的内容:第一部分是语法教学与初中语文教学。这一部分首先明确了语法教学的概念,然后阐述语法教学在初中语文教学中的意义。意义方面则是从培养学生“听、说、读、写”能力和抽象思维能力两方面展开论述。第二部分是初中语文教学中语法教学的现状。该部分主要通过对中学语文老师和学生的访问与调查,了解他们对当前语法教学的看法以及学生对语法知识的掌握和运用情况,并对调查现状作出分析判断。第三部分是初中语文教学中实施随文语法教学的可行性。这部分首先对随文语法教学的概念和特点进行概述,然后再分析随文语法教学实施的可行性条件,可行性条件主要从课程标准的规定、语文教材中大量典范的篇章和丰富生动的语境为语法教学提供支持的角度展开论述。第四部分是初中语文教学中随文语法教学的实施策略。这也是本文论述的重点所在,该部分依据对学生掌握和运用语言能力的调查分析,结合课程标准以及教材对学生掌握语法知识的要求,对症下药地提出语法知识教学的策略。该策略的研究顺序按照现代汉语的语言单位从词语到句子逐步展开。
[Abstract]:Grammar teaching, as an important part of Chinese teaching content, has been neglected and even cancelled since 1990s. In the face of the decline of grammar teaching status, the attitude of teachers and students to grammar has changed dramatically. It is believed that grammar knowledge can not be regarded as a compulsory course, but can be learned but not learned. Under the guidance of this concept, there is an awkward situation in Chinese teaching: the students' ability to master and use modern Chinese is getting worse and worse, and there are often different parts of speech, impassability of sentences, confusion of logic, and so on. The appearance of this kind of situation is enough to show that grammar knowledge teaching in middle school Chinese teaching is essential, so what tactics should be adopted in teaching to remedy this awkward situation? In fact, in the practice of Chinese teaching, the majority of Chinese educators have accumulated a lot of practical experience on Chinese grammar teaching in middle schools. Grammar teaching with text is a simple and effective grammar teaching method. It is a kind of activity that teachers carry out grammar teaching along with the reading comprehension of classical teaching materials in the process of teaching. The purpose of this paper is to arouse students' interest in grammar learning, to cultivate their ability to understand and use the Chinese language correctly, and to improve their cognition of Chinese. By visiting and investigating the teachers and students of three middle schools in Jining District of Inner Mongolia, this paper finds out the present situation of grammar teaching in middle schools, analyzes and judges its reasons, and puts forward the corresponding teaching strategies of incidental grammar. The full text mainly includes the following four aspects: the first part is grammar teaching and junior middle school Chinese teaching. This part first clarifies the concept of grammar teaching, and then expounds the meaning of grammar teaching in junior middle school Chinese teaching. The meaning is to develop students' listening, speaking, reading and writing ability and abstract thinking ability. The second part is the present situation of grammar teaching in junior middle school Chinese teaching. This part mainly through the middle school Chinese teacher and the student's interview and the investigation, understands their view to the current grammar teaching as well as the student to the grammar knowledge grasps and uses the situation, and makes the analysis judgment to the investigation present situation. The third part is the feasibility of carrying out incidental grammar teaching in junior middle school Chinese teaching. This part first summarizes the concept and characteristics of grammar teaching with text, and then analyzes the feasibility conditions for the implementation of grammar teaching with text. The feasibility conditions are mainly from the provisions of curriculum standards. A large number of exemplary chapters and rich and vivid context in Chinese teaching materials provide support for grammar teaching. The fourth part is the implementation strategy of accompanying grammar teaching in junior middle school Chinese teaching. This is also the focus of this paper. Based on the investigation and analysis of students' ability to master and use language, combined with the curriculum standards and the requirements of teaching materials for students to master grammar knowledge, this part puts forward the teaching strategy of grammar knowledge. The research order of this strategy is based on the language units of modern Chinese, from words to sentences.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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