本文關(guān)鍵詞：初高中語文教材文言文教學(xué)銜接研究　出處：《內(nèi)蒙古師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：語文作為貫穿“十二年寒窗”的基礎(chǔ)學(xué)科,每個(gè)學(xué)段既有自己學(xué)段特點(diǎn)又有傳承性。從理論上來說,中學(xué)語文教學(xué)應(yīng)當(dāng)呈現(xiàn)出一種整體性、連貫性、相關(guān)性和層次性。但隨著教育改革的推進(jìn),初中和高中教育教學(xué)相分離,教學(xué)日趨獨(dú)立,于是兩個(gè)教學(xué)階段“各自為政”的問題日益突出。其中,文言文教學(xué)斷層表現(xiàn)尤為明顯,兩個(gè)學(xué)段從教學(xué)目標(biāo)到教學(xué)內(nèi)容再到教學(xué)方法均有著較大的不同。初中階段雖然已經(jīng)開始進(jìn)行比較規(guī)范而且全面的文言文教學(xué),強(qiáng)調(diào)掌握一些文言詞匯,但仍然以記誦為主,很少系統(tǒng)講解語法知識(shí),學(xué)生普遍缺乏文言語法基礎(chǔ)。而高中階段教材在高一文言文選篇上就表現(xiàn)出篇幅較長、文言語法知識(shí)含量大的特點(diǎn),一下造成與初中的巨大跨度,這使得新入高中的學(xué)生在文言文學(xué)習(xí)上問題頻頻。文言文本是我國五千年文明的瑰寶,是我國豐富的文化傳統(tǒng)最凝練和最集中的體現(xiàn)。所以,作為傳承母語的語文教學(xué),就更應(yīng)該承擔(dān)起讓學(xué)生理解并掌握文言文知識(shí),熱愛并追尋其中蘊(yùn)涵的博大的中華民族的文化與精髓。因此,探討學(xué)段間文言文教學(xué)如何銜接已刻不容緩。但縱觀現(xiàn)有的對(duì)文言文教學(xué)銜接的研究成果,大部分文言文學(xué)段銜接教學(xué)研究切入面也比較寬泛,考慮到了教學(xué)過程中的所有因素,而在銜接教學(xué)的根本——教材上著墨不多,這難免有舍本逐末之嫌。只有對(duì)初高中教材文言文內(nèi)容進(jìn)行細(xì)致梳理,并從文言文教學(xué)的整體傳承性出發(fā)進(jìn)行分析對(duì)比,才可能真正找到產(chǎn)生教學(xué)銜接不暢問題的根本原因,并深入挖掘出潛在的教學(xué)銜接切入點(diǎn)。梳理比較后,我們不難發(fā)現(xiàn),初高中文言文教學(xué)在課程標(biāo)準(zhǔn)、選文、文言知識(shí)、注釋、課后題和中高考考查六方面都存在著銜接斷層。其中,課程標(biāo)準(zhǔn)在文言文閱讀上存在著語法教學(xué)的銜接困難問題,高中課標(biāo)對(duì)文言語法知識(shí)方面的要求與初中差距過大,并且無具體可供執(zhí)行的銜接過渡指導(dǎo);選文、文言知識(shí)、注釋及課后題編排的主要問題是,同初中教材有小初銜接的處理相比較,高中教材統(tǒng)齊劃一的教材編選體例沒有給學(xué)生提供文言文學(xué)習(xí)拔高適應(yīng)的梯度,缺乏用于過渡或銜接的課文安排;而中高考“指揮棒”導(dǎo)向的差別給初高中文言文教學(xué)的斷層雪上加霜。當(dāng)然,需要注意的是,高中語文課程標(biāo)準(zhǔn)畢竟是以初中語文課程標(biāo)準(zhǔn)為基礎(chǔ)的拔高和飛躍;文言文課文知識(shí)點(diǎn)的大量重復(fù),注釋、課后練習(xí)編排體例的相似都可以成為初高中教學(xué)銜接切入點(diǎn)。這就需要新課標(biāo)及教材編撰者更加注重初高中教材內(nèi)容的優(yōu)化組合;要求初高中教師增強(qiáng)銜接意識(shí),把握學(xué)生認(rèn)知發(fā)展規(guī)律,充分利用教材,在教學(xué)方式、教學(xué)評(píng)價(jià)上互相借鑒、合理過渡,避免教學(xué)斷層的出現(xiàn)。
[Abstract]:Chinese as a basic subject running through the "12 years window", each learning section has its own characteristics and inheritance. Theoretically speaking, Chinese teaching in middle schools should present a kind of integrity and coherence. However, with the development of education reform, junior middle school and senior high school education are separated from each other, and teaching is becoming more independent, so the problem of "acting on their own" in the two teaching stages is becoming more and more prominent. Classical Chinese teaching fault is particularly obvious, the two learning sections from the teaching objectives to teaching content to teaching methods are quite different. Junior middle school stage although has begun to conduct more standardized and comprehensive classical Chinese teaching. Emphasis on mastering some classical Chinese vocabulary, but still mainly to memorize, few systematic explanation of grammar knowledge, students generally lack of classical Chinese grammar foundation. The characteristics of the large knowledge of classical Chinese grammar, resulting in a huge span with the junior high school, which makes the new high school students in the study of classical Chinese frequently. Classical Chinese is the treasure of 5000 years of civilization in China. Is the rich cultural tradition of our country the most concise and the most concentrated embodiment. Therefore, as the mother tongue of Chinese teaching, it is even more important to let students understand and master the knowledge of classical Chinese. Love and pursue the culture and essence of the Chinese nation. Therefore, it is urgent to explore how to link up the classical Chinese teaching between learning paragraphs. Most of the classical Chinese literature section of cohesion teaching research is also relatively broad, taking into account all the factors in the teaching process, but in the basic of cohesion teaching-textbooks are not much. It is hard to avoid this suspicion. Only the middle and high school textbooks of classical Chinese content detailed combing, and from the teaching of classical Chinese as a whole to carry out the inheritance of analysis and comparison. It is possible to find out the root cause of the problem and dig out the potential breakthrough point of teaching cohesion. After combing and comparing, we can find that the teaching of classical Chinese in early and senior high school is in the curriculum standard, selection of text. There are cohesion faults in the knowledge of classical Chinese, notes, questions after class and the examination of college entrance examination. Among them, there are difficulties in grammar teaching in the reading of classical Chinese in curriculum standards. The high school curriculum standard needs the classical Chinese grammar knowledge aspect to be too big disparity with the junior middle school, and has no concrete to carry out the link transition instruction; The main problem with the selection of articles, classical Chinese knowledge, notes and postclass problem is that they are compared with the junior middle school textbooks. The uniform compilation style of senior high school textbooks does not provide students with the gradient of classical Chinese learning to adapt to, and lacks of text arrangement for transition or cohesion; And the difference of the "baton" guidance in the middle school entrance examination adds to the fault in the teaching of classical Chinese in middle and high schools. Of course, we should pay attention to it. After all, the Chinese curriculum standard of senior high school is based on the Chinese curriculum standard of junior high school. Classical Chinese text knowledge points of a large number of repetitions, notes. The similarity of the style of practice arrangement after class can become the starting point of middle and high school teaching convergence, which requires the new curriculum standard and textbook editors to pay more attention to the optimized combination of the content of junior high school teaching materials; Teachers in middle and high schools should strengthen their awareness of cohesion, grasp the law of students' cognitive development, make full use of teaching materials, learn from each other in teaching methods and teaching evaluation, and make a reasonable transition to avoid teaching faults.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.3

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本文編號(hào)：1395694