符号学视域下高中语文非连续性文本教学研究
发布时间：2019-03-26 20:28
【摘要】：非连续性文本一词最早出现在PISA阅读素养中,随后,教育部颁布的《义务教育语文课程标准》(2011年版),对非连续性文本阅读提出了明确的要求。基于此,如何提高高中生的非连续性文本阅读能力成为了语文教师思考与讨论的焦点。由于学术界对非连续性文本的相关研究较少,多数研究者是以PISA阅读素养为基础去研究非连续性文本阅读,并未对非连续性文本的特征功能及教学策略进行深入的探讨。鉴于此种情况,本文试图从符号学视角出发,通过对目前高中非连续性文本教学存在的问题及现状进行分析,利用高中语文人教版必修教材和近五年的高考试题中的非连续性文本阅读题,对高中语文非连续性文本的特征及类型进行归纳和总结,并提出有关非连续性文本阅读的教学策略,以便为日后进一步的研究奠定基础。本论文利用文献研究法和统计法进行深入研究,对国内外研究者在该领域已经取得的研究成果进行总结和分析,归纳出研究者的主要观点、研究问题及发展趋势,在研究过程中,主要研究如何将符号学相关理论与语文非连续性文本相结合,并与连续性文本进行比较,从而体现非连续性文本阅读不可替代的作用。通过罗兰·巴尔特符号学的写作观、文本观、叙事观以及对语文符号学相关理论为非连续性文本教学提供新的思路,从而提高高中语文教师的教学效率,增强高中生非连续性文本的阅读水平。本论文将主要从以下五部分进行阐述。第一部分为绪论,主要谈及符号学和非连续性文本两个核心概念,通过阅读、梳理、总结、分析国内外的参考文献,对“符号学”、“非连续性文本”的国内外研究现状进行述评。第二部分主要对“非连续性文本”一词进行解读以及所涉及的相关理论基础进行概括,从非连续性文本的发展脉络出发,对非连续性文本教学进行相关的文化阐释。首先是对符号及文本进行概念阐释,在此基础上,总结出非连续性文本的总体特征及其类型,并进行具体的分类,从而为分析非连续性文本的文本特征及非连续性文本的阅读奠定理论基础。非连续性文本教学的理论基础主要从语文符号学以及罗兰·巴尔特符号学思想进行论述。第三部分为人教版高中语文必修教材非连续性文本现状分析,主要包括非连续性文本在人教版高中语文必修教材的分布状况、构成和特点,以及近五年语文高考题非连续性文本呈现情况进行分析。第四部分为本论文的重点章节,即利用符号学理论,对非连续性文本教学提出相对应的实施策略。通过符号学视角解读非连续性文本,使教师在讲授非连续性文本时达到新的高度。最后一部分为结论与不足之处。对已有的研究进行总结和反思,提出本论文的不足,以求指正。
[Abstract]:The term "discontinuous text" first appeared in the reading literacy of PISA. Subsequently, the Chinese Curriculum Standard for compulsory Education (2011 edition) issued by the Ministry of Education put forward clear requirements for the reading of discontinuous text. Based on this, how to improve the non-continuous reading ability of senior high school students has become the focus of Chinese teachers' thinking and discussion. Because there is little research on discontinuous text in academia, most researchers study discontinuous text reading on the basis of PISA reading literacy, and have not deeply discussed the feature function and teaching strategy of discontinuous text. In view of this situation, this article attempts to proceed from the semiotics angle, through carries on the analysis to the present high school discontinuous text teaching existence question and the present situation, In this paper, the characteristics and types of non-continuous texts in senior high school Chinese are summarized and summarized by using the compulsory teaching materials for senior middle school literati and the non-continuous text reading questions of the college entrance examination in the last five years. In order to lay a foundation for further research, the teaching strategies of non-continuous text reading are put forward. In this paper, literature research and statistical methods are used to conduct in-depth research, summarize and analyze the research achievements made by domestic and foreign researchers in this field, and sum up the main points of view, research problems and development trends of the researchers. In the course of the research, we mainly study how to combine semiotics theory with Chinese discontinuous text and compare it with continuous text, so as to reflect the irreplaceable function of discontinuous text reading. Through Roland Barter's semiotics' view of writing, text, narrative and related theories of Chinese semiotics, it provides a new train of thought for the teaching of non-continuous texts, thus improving the teaching efficiency of Chinese teachers in senior high schools. Improve the reading level of non-continuous texts in senior high school students. This paper will be mainly from the following five parts to elaborate. The first part is the introduction, mainly talking about the two core concepts of semiotics and discontinuous text, through reading, combing, summarizing, analyzing domestic and foreign references, "semiotics", The research status of discontinuity text at home and abroad is reviewed. The second part mainly interprets the word "discontinuity text" and the related theoretical basis involved in it. From the development of discontinuity text, it explains the culture of discontinuous text teaching. First of all, it explains the concepts of symbols and texts. On this basis, it summarizes the general features and types of discontinuities, and classifies them in detail. Thus, it lays a theoretical foundation for the analysis of the text features of discontinuous texts and the reading of discontinuous texts. The theoretical basis of discontinuous text teaching is mainly discussed from Chinese semiotics and Roland Barth's semiotics. The third part is the analysis of the present situation of the discontinuity text of the compulsory teaching materials in senior high school, which mainly includes the distribution, composition and characteristics of the discontinuous texts in the compulsory textbooks of the senior high school Chinese teaching materials of the people's Education Edition. And the last five years of Chinese college entrance examination non-continuous text presentation analysis. The fourth part is the key chapter of this paper, that is, using semiotics theory, puts forward the corresponding implementation strategy to the discontinuous text teaching. In order to make teachers reach a new height in teaching discontinuous texts, we can interpret discontinuous texts from the perspective of semiotics. The last part is the conclusion and deficiency. Summarize and reflect on the existing research, put forward the shortcomings of this paper, in order to correct.
【学位授予单位】：长春师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2447899
[Abstract]:The term "discontinuous text" first appeared in the reading literacy of PISA. Subsequently, the Chinese Curriculum Standard for compulsory Education (2011 edition) issued by the Ministry of Education put forward clear requirements for the reading of discontinuous text. Based on this, how to improve the non-continuous reading ability of senior high school students has become the focus of Chinese teachers' thinking and discussion. Because there is little research on discontinuous text in academia, most researchers study discontinuous text reading on the basis of PISA reading literacy, and have not deeply discussed the feature function and teaching strategy of discontinuous text. In view of this situation, this article attempts to proceed from the semiotics angle, through carries on the analysis to the present high school discontinuous text teaching existence question and the present situation, In this paper, the characteristics and types of non-continuous texts in senior high school Chinese are summarized and summarized by using the compulsory teaching materials for senior middle school literati and the non-continuous text reading questions of the college entrance examination in the last five years. In order to lay a foundation for further research, the teaching strategies of non-continuous text reading are put forward. In this paper, literature research and statistical methods are used to conduct in-depth research, summarize and analyze the research achievements made by domestic and foreign researchers in this field, and sum up the main points of view, research problems and development trends of the researchers. In the course of the research, we mainly study how to combine semiotics theory with Chinese discontinuous text and compare it with continuous text, so as to reflect the irreplaceable function of discontinuous text reading. Through Roland Barter's semiotics' view of writing, text, narrative and related theories of Chinese semiotics, it provides a new train of thought for the teaching of non-continuous texts, thus improving the teaching efficiency of Chinese teachers in senior high schools. Improve the reading level of non-continuous texts in senior high school students. This paper will be mainly from the following five parts to elaborate. The first part is the introduction, mainly talking about the two core concepts of semiotics and discontinuous text, through reading, combing, summarizing, analyzing domestic and foreign references, "semiotics", The research status of discontinuity text at home and abroad is reviewed. The second part mainly interprets the word "discontinuity text" and the related theoretical basis involved in it. From the development of discontinuity text, it explains the culture of discontinuous text teaching. First of all, it explains the concepts of symbols and texts. On this basis, it summarizes the general features and types of discontinuities, and classifies them in detail. Thus, it lays a theoretical foundation for the analysis of the text features of discontinuous texts and the reading of discontinuous texts. The theoretical basis of discontinuous text teaching is mainly discussed from Chinese semiotics and Roland Barth's semiotics. The third part is the analysis of the present situation of the discontinuity text of the compulsory teaching materials in senior high school, which mainly includes the distribution, composition and characteristics of the discontinuous texts in the compulsory textbooks of the senior high school Chinese teaching materials of the people's Education Edition. And the last five years of Chinese college entrance examination non-continuous text presentation analysis. The fourth part is the key chapter of this paper, that is, using semiotics theory, puts forward the corresponding implementation strategy to the discontinuous text teaching. In order to make teachers reach a new height in teaching discontinuous texts, we can interpret discontinuous texts from the perspective of semiotics. The last part is the conclusion and deficiency. Summarize and reflect on the existing research, put forward the shortcomings of this paper, in order to correct.
【学位授予单位】：长春师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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