阅读教学主问题设计和实施探究
发布时间：2019-05-08 18:09
【摘要】：《义务教育语文课程标准》(2011年版)指出“阅读教学应引导学生钻研文本,在主动积极的思维和情感活动中,加深理解和体验,有所感悟和思考,受到情感熏陶,获得思想启迪,享受审美乐趣。”反观初中语文课堂阅读教学的现状与课标渐行渐远。课堂问题设计繁而无序,琐而无纲的现象比比皆是。满堂提问的教学使课堂变得琐碎冗长。肤浅低幼的提问造成语文课堂“热闹”的表象。大量无效的提问流于形式,既浪费了宝贵的课堂时间,同时造成阅读教学的低效。笔者以能对阅读教学起“一线串珠”作用的主问题作为研究对象,从课堂教学设计角度来进行研究。本文分为四个部分。绪论部分点明了研究的缘起、研究方法和文献综述。第一章是有关阅读教学主问题的概述,主要涉及主问题的内涵、特征以及价值意蕴。第二章是阅读教学主问题的设计基点和设计类型初探,着重围绕单个文本和多个文本的设计类型进行阐述。第三章是阅读教学主问题实施策略探究,致力于探求主问题实施中的课堂立足点以及针对文学类和非文学类文本的主问题进行分类的实践探索,并在课堂实施中进行反思研究。总之,利用主问题进行阅读教学将有助于培养学生的感受、理解、欣赏和评价的能力,提升学生的思维品质,提高学生的语文素养。因此,利用主问题进行阅读教学是提高语文阅读教学的有效途径,也是语文课程标准实施的有力见证。
[Abstract]:The Chinese Curriculum Standard for compulsory Education (2011 Edition) points out that "Reading teaching should guide students to delve into texts, deepen understanding and experience, feel and think, and be influenced by emotion in active thinking and emotional activities. To be enlightened by thought and to enjoy aesthetic pleasure. " On the contrary, the present situation and curriculum standard of Chinese classroom reading teaching in junior middle school are getting farther and farther. Classroom problem design complex and disorderly, trivial and non-dimensional phenomenon abound. Teaching full of questions makes the class trivial and lengthy. Superficial primary-age 's questions caused the Chinese classroom "lively" appearance. A large number of ineffective questions are not only wasted valuable classroom time, but also lead to inefficient reading teaching. The author takes the main problem which can play the role of "first-line string beads" in reading teaching as the research object, and carries on the research from the angle of classroom teaching design. This paper is divided into four parts. The introduction points out the origin of the research, research methods and literature review. The first chapter is an overview of the main problems of reading teaching, mainly related to the connotation, characteristics and value implications of the main problems. The second chapter is the design base point and design type of the main problems in reading teaching, focusing on the design types of single text and multiple texts. The third chapter is the exploration of the implementation strategy of the main problems in reading teaching, which is devoted to the exploration of the classroom foothold in the implementation of the main problems and the practical exploration of the classification of the main problems of literary and non-literary texts, as well as the reflection and research in the implementation of the classroom. In a word, reading teaching with main questions will help to cultivate students' ability of feeling, understanding, appreciating and evaluating, improving students' thinking quality and improving their Chinese literacy. Therefore, the main problem of reading teaching is an effective way to improve the teaching of Chinese reading, but also a strong testimony to the implementation of Chinese curriculum standards.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.33
本文编号：2472120
[Abstract]:The Chinese Curriculum Standard for compulsory Education (2011 Edition) points out that "Reading teaching should guide students to delve into texts, deepen understanding and experience, feel and think, and be influenced by emotion in active thinking and emotional activities. To be enlightened by thought and to enjoy aesthetic pleasure. " On the contrary, the present situation and curriculum standard of Chinese classroom reading teaching in junior middle school are getting farther and farther. Classroom problem design complex and disorderly, trivial and non-dimensional phenomenon abound. Teaching full of questions makes the class trivial and lengthy. Superficial primary-age 's questions caused the Chinese classroom "lively" appearance. A large number of ineffective questions are not only wasted valuable classroom time, but also lead to inefficient reading teaching. The author takes the main problem which can play the role of "first-line string beads" in reading teaching as the research object, and carries on the research from the angle of classroom teaching design. This paper is divided into four parts. The introduction points out the origin of the research, research methods and literature review. The first chapter is an overview of the main problems of reading teaching, mainly related to the connotation, characteristics and value implications of the main problems. The second chapter is the design base point and design type of the main problems in reading teaching, focusing on the design types of single text and multiple texts. The third chapter is the exploration of the implementation strategy of the main problems in reading teaching, which is devoted to the exploration of the classroom foothold in the implementation of the main problems and the practical exploration of the classification of the main problems of literary and non-literary texts, as well as the reflection and research in the implementation of the classroom. In a word, reading teaching with main questions will help to cultivate students' ability of feeling, understanding, appreciating and evaluating, improving students' thinking quality and improving their Chinese literacy. Therefore, the main problem of reading teaching is an effective way to improve the teaching of Chinese reading, but also a strong testimony to the implementation of Chinese curriculum standards.
【学位授予单位】：苏州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.33
【参考文献】
相关硕士学位论文 前4条
1 曾金莲;语文阅读教学“主问题”设计优化研究[D];湖南师范大学;2014年
2 王暑琴;中学语文阅读教学中主问题的实践研究[D];上海师范大学;2013年
3 吕婷婷;阅读课堂中主问题研究[D];苏州大学;2011年
4 郭艳;语文阅读教学主问题设计之研究[D];华东师范大学;2010年
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