本文關(guān)鍵詞：普通高中文言文教學存在的問題及改革路徑　出處：《遼寧師范大學》2015年碩士論文　論文類型：學位論文

  更多相關(guān)文章： 普通高中 文言文教學 困境 語感 路徑

【摘要】：文言文既是中國文化的寶庫,又是民族精神的寶庫。它是中華民族優(yōu)秀文化的載體,漢語言的民族性正是由它體現(xiàn)出來的,文言文具有歷史意義和現(xiàn)實意義,所以學好文言文是非常重要的。目前普通高中的學生學習文言文有難度。究其原因,文言文離現(xiàn)在很久遠,教學過程單一化,學生關(guān)于文言知識儲備少,做題時產(chǎn)生畏懼感,于是文言文教學會存在很多問題,因此,研究出實用的文言文教學新路徑就被提上日程。本文主要從普通高中文言文教學現(xiàn)狀說起,針對課堂上存在一些浮華的“癥狀”,提出文言文課堂要解決的問題言為“真”聲。除了前言和結(jié)語,本文共分為三章,后兩章為重點論述部分。第一章普通高中文言文教學的困境。這一章共分四點:一、滿堂“翻”——知識被灌輸,教學逐漸失“文”,這也意味著學生素養(yǎng)浸潤的逐漸消失,實際上也就是學生作為有精神狀態(tài)的人格主體的逐漸消失。二、滿堂“串”——過程被冷淡,教學逐漸失“本”,普通高中文言文之“本”,在于教給學生體會領(lǐng)悟文言之精髓。三、滿堂“搬”——能力被缺失,教學逐漸失“真”,閱讀“能力”逐漸被萎縮。四、滿堂“看”——誦讀被擱淺,教學逐漸失“云”,意為是學生在學習文言文時逐漸脫離文言文作品中的具體語言環(huán)境,是一種比較被動地孤立割裂式學習。第二章普通高中文言文教學改革的六原則。這一章共分兩點:一、古代語文教育的特點與當代文言文教育的比照,二者大致上有以下兩方面的不同之處:教育的功能與德育的關(guān)系與教育中寫和讀的關(guān)系。二、普通高中文言文教學改革的六原則。分別是“發(fā)面原則”、“發(fā)散原則”、“發(fā)現(xiàn)原則”、“發(fā)展原則”、“發(fā)放原則”、“發(fā)酵原則”。教學原則只是行動的指南針,行動可能創(chuàng)造奇跡。實踐是檢驗真理的唯一標準。相信,只要我們準確把握普通高中文言文教學探索的“六項基本原則”,靈活應用,用以致學。普通高中文言文課堂上存在的問題被突破也就指日可待了。第三章普通高中文言文教學的四項基本策略和路徑。這一章就突破當下普通高中文言文教學困境,提出如下四條教學基本策略:一、豐富活動,開發(fā)學習興趣點。其中包括兩點:以問題激發(fā)興趣和從知趣到情趣。二、直觀比較,聚焦文本語言點。其中包括兩點:借力現(xiàn)代技術(shù),辨析語言;憑借自主沉淀,傳承語言。三、生動誦讀,關(guān)照情感喚醒點。其中包括兩點:從誦讀的理論入手和從誦讀的形式入手。四、反饋形象,生成思維發(fā)散點。其中包括兩點:引領(lǐng)學生,重歸文言原生場和多維對話,培植思維發(fā)散場。總之,隨著教育改革的日益深入,普通高中文言文教學改革取得了一定的成效,但是與學生成長的預期仍然相去甚遠。本文認為,普通高中文言文教學的困境是由多種因素造成的,須從文言之“文”、文言之“本”、文言之“云”等多角度考量和探究,努力從文言文學習的文本語言點、情感喚醒點、思維發(fā)散點、學習興趣點等路徑去突破,切實把自主感知還給學生,把誦讀體驗還給學生,在浸潤里傳承,在傳承里積淀,以讓高中文言文教學更加有力有效,有聲有色。
[Abstract]:Classical Chinese is not only a treasure house of Chinese culture, but also a treasure house of national spirit. It is the carrier of Chinese excellent culture. The nationality of Chinese language is reflected by it. Classical Chinese has historic and practical significance, so learning classical Chinese is very important. At present, it is difficult for ordinary high school students to learn classical Chinese. The reason for this is that classical Chinese is far away from the present, and the teaching process is single. Students have little knowledge about classical Chinese and fear when doing exercises. Therefore, there exist many problems in classical Chinese culture and Education Association. Therefore, a practical new way of classical Chinese teaching has been put on the agenda. This paper mainly talks about the current situation of classical Chinese teaching in senior high schools, aiming at the existence of some flashy symptoms in the classroom, and proposes that the problem to solve in classical Chinese classroom is called "real". In addition to the preface and conclusion, this article is divided into three chapters, and the latter two chapters are the key part. The first chapter is the plight of the teaching of classical Chinese in ordinary high school. This chapter is divided into four points: first, the "turn over" of the whole hall -- knowledge is instilled, and teaching gradually loses "Wen", which also means the gradual disappearance of students' literacy infiltration. In fact, it is the gradual disappearance of students' personality as a mental state. Two, the "string" of the "full hall" -- the process is cold, the teaching gradually loses "Ben". The essence of classical Chinese in senior high school is to teach students to understand the essence of classical Chinese. Three, the full hall "move" - the ability is missing, teaching gradually lost "true", reading "ability" gradually shrinking. Four, the "look" in the hall -- reading is stranded, and teaching is losing "cloud". It means that when students are learning classical Chinese, they gradually break away from the specific language environment in classical Chinese works, which is a relatively passive isolated learning. The second chapter is the six principles of the reform of classical Chinese teaching in ordinary high school. This chapter is divided into two points: first, the comparison between the characteristics of ancient Chinese education and contemporary Chinese classical education, the two generally have the following two differences: the relationship between the function of education and moral education, and the relationship between writing and reading in education. Two, the six principles of the reform of classical Chinese teaching in ordinary high school. Are the "baking principle" and "divergent principle", "principle of discovery" and "development" and "the payment principle", "principle of fermentation". The principles of teaching are only the compass of action, and action may create miracles. Practice is the only criterion for testing truth. It is believed that as long as we accurately grasp the "six basic principles" in the exploration of classical Chinese teaching in high school, we can use it flexibly and use it so that we can learn it. The problems in the classical Chinese language class in the ordinary high school are broken through. The third chapter is the four basic strategies and paths for the teaching of classical Chinese in ordinary high school. This chapter breaks through the dilemma of classical Chinese teaching in ordinary high school, and puts forward the following four basic teaching strategies: first, enriching activities and developing interest points of learning. Including two points: to stimulate interest and go to taste from. Two, visual comparison, focus on text language points. It includes two points: borrowing modern technology, identifying language, relying on independent precipitation, and inheriting language. Three, vividly recite, take care of the emotional arousal point. It includes two points: starting with the theory of reading and starting from the form of reading. Four, feedback the image to create a divergent point of thinking. Including two points: lead students, return to the original field of classical Chinese and multidimensional dialogue, cultivate thinking divergence. In short, with the deepening of educational reform, the reform of classical Chinese teaching in senior high schools has achieved some success, but it is far from the expectation of students' growth. This paper argues that the high school classical Chinese teaching dilemma is caused by various factors, from "Wen" in classical Chinese, classical Chinese, classical Chinese "this" "cloud" and so many angles to consider and explore the text language, to learn from the classical Chinese emotional awakening, divergent thinking, learning interest the path to break, put the self perception to students, reading experience to students, the inheritance in the heritage in infiltration, accumulation, in order to let the high school classical Chinese teaching more effective, full of sound and colour.
【學位授予單位】：遼寧師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.3

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