本文選題：初中　切入點(diǎn)：說明文教學(xué)　出處：《湖南師范大學(xué)》2015年碩士論文

【摘要】：說明文作為語文教材中傳播科普知識的載體,是“以說明為主要表達(dá)方式,對客觀事物或事理進(jìn)行介紹或解說的一種文體,它在日常生活中有著廣泛的應(yīng)用,在初中教材中具有重要的地位和價(jià)值�！雹僬f明文以科學(xué)語言的嚴(yán)密性和規(guī)范性的基本特點(diǎn),充分體現(xiàn)了語文學(xué)科的實(shí)用性和工具性,對提高學(xué)生的認(rèn)知思考能力和閱讀寫作技能,具有重要的意義。教學(xué)說明文作為發(fā)展學(xué)生科學(xué)知識和實(shí)踐技能的有效手段,是語文課堂教學(xué)中師生共同構(gòu)建的動態(tài)過程,是實(shí)現(xiàn)科學(xué)教學(xué)理念的平臺,促使學(xué)生科學(xué)認(rèn)識事物的特征屬性,形成規(guī)范嚴(yán)謹(jǐn)?shù)倪壿嬎季S。然而說明文教學(xué)一直是初中語文教學(xué)中難以突破的瓶頸,教師片面強(qiáng)調(diào)說明文說明方法和文體知識的傳授,忽視說明文所體現(xiàn)的自然美、智慧美、語言美、形象美等,以及在教學(xué)過程中出現(xiàn)的預(yù)設(shè)之外的教學(xué)問題措手不及,極大地影響了學(xué)生的學(xué)習(xí)興趣,未能充分地體現(xiàn)出教學(xué)說明文的價(jià)值意義。本文從初中說明文教學(xué)角度解析生成問題,根據(jù)新課標(biāo)的教學(xué)要求,充分剖析說明文教學(xué)現(xiàn)狀中存在的問題,選取人教版、北師大版、蘇教版初中語文教材中說明文教學(xué)實(shí)例,以個性化的生成問題,重新審視說明文教學(xué)中教學(xué)目標(biāo)、教學(xué)重難點(diǎn)、教學(xué)內(nèi)容、教學(xué)方法之間的諧美發(fā)展,讓教師通過充分有效地規(guī)劃課堂教學(xué),在不同的教學(xué)情境中,有效地處理生成問題,提高說明文教學(xué)的教學(xué)效率,為語文課堂教學(xué)的健康多元發(fā)展,提供建議。第一部分,對初中說明文靜態(tài)文體特征導(dǎo)致的生成問題的類型進(jìn)行探究,從內(nèi)容特征、知識介紹、表述特點(diǎn)和圖文配合角度,分析說明文教學(xué)課堂中出現(xiàn)的典型問題類型,為解決說明文教學(xué)中“因意忘詞”、“以術(shù)代言”、“用究替解”、“重圖輕文”問題做好鋪墊。第二部分,對初中說明文動態(tài)教學(xué)可能生成的問題類型進(jìn)行探究,從知識差異、關(guān)注重點(diǎn)差異、質(zhì)疑問難、興趣驅(qū)使等角度,分析說明文動態(tài)課堂教學(xué)中出現(xiàn)的典型問題類型,為解決說明文教學(xué)中“挑戰(zhàn)教師功底”、“無視教師存在”、“逆襲教師設(shè)計(jì)”、“背離教師預(yù)設(shè)”問題做好鋪墊。第三部分,針對說明文教學(xué)中的生成問題,提出有效的應(yīng)對策略。拓寬教師的知識儲備渠道,積累豐富的教學(xué)經(jīng)驗(yàn)和科學(xué)知識,掌握說明文教學(xué)課堂的話語主動權(quán);瞄準(zhǔn)閱讀理解目標(biāo),堅(jiān)守說明文教學(xué)的底線;預(yù)估靜態(tài)生成問題,預(yù)設(shè)針對性的教學(xué)流程;正視動態(tài)生成問題,相機(jī)采用順?biāo)浦鄄呗?從而進(jìn)一步完善學(xué)生的科學(xué)知識結(jié)構(gòu)的建構(gòu)過程,充分地發(fā)揮說明文的科學(xué)價(jià)值。
[Abstract]:As the carrier of spreading popular science knowledge in Chinese teaching materials, narrative text is a kind of style which introduces or interprets objective things or principles by taking explanation as the main way of expression, and it is widely used in daily life. It has an important position and value in junior high school teaching materials. "1 the narration fully embodies the practicability and instrumentality of the Chinese subject and improves the students' cognitive thinking ability and reading and writing skills by the basic characteristics of the strictness and normality of scientific language." As an effective means to develop students' scientific knowledge and practical skills, it is the dynamic process that teachers and students build together in Chinese classroom teaching, and it is the platform to realize the scientific teaching idea. This paper urges students to understand the characteristic attributes of things scientifically and form a standardized and rigorous logical thinking. However, the teaching of narrative text has always been a bottleneck difficult to break through in junior high school Chinese teaching. Ignoring the natural beauty, wisdom beauty, language beauty, image beauty and so on, as well as the teaching problems which appear in the course of teaching, have greatly affected the students' interest in learning. This paper analyzes the generation problem from the perspective of junior high school narrative text teaching, according to the teaching requirements of the new curriculum standard, fully analyzes the problems existing in the teaching situation of the narrative text teaching, and selects the personal teaching edition. The teaching examples of narrative text in the junior middle school Chinese teaching materials of Peking normal University and Soviet Education Edition are used to re-examine the teaching objectives, difficulties, contents and methods of teaching in the course of teaching in the light of the problem of individualized generation, and the harmonious and beautiful development between the teaching contents and teaching methods. Let teachers effectively plan classroom teaching, deal with the problem of generation effectively in different teaching situations, improve the teaching efficiency of narrative text teaching, and provide suggestions for the healthy and pluralistic development of Chinese classroom teaching. This paper probes into the types of generating problems caused by the static stylistic features of narrative texts in junior high school. From the aspects of content features, knowledge introduction, expression characteristics and the cooperation of pictures and texts, the typical types of problems in the teaching of narrative texts are analyzed. In order to solve the problems of "forgetting words because of intention", "using technical endorsement", "using research instead of understanding" and "attaching importance to drawing and neglecting text" in the teaching of narrative text, the second part explores the possible types of problems which may be generated in the dynamic teaching of narrative text in junior high school, and explores the differences of knowledge. Focusing on the key differences, questioning difficult questions, interest driven and other angles, this paper analyzes the typical types of problems in dynamic classroom teaching. In order to solve the problems of "challenging the teacher's merit", "ignoring the teacher's existence", "attacking the teacher's design" and "deviating from the teacher's presupposition" in the teaching of narrative text, the third part, aiming at the problem of generating in the teaching of narrative text, Effective coping strategies should be put forward, such as broadening the channel of teachers' knowledge reserve, accumulating rich teaching experience and scientific knowledge, mastering the initiative of discourse in narrative teaching class, aiming at reading comprehension goal and sticking to the bottom line of narrative teaching. In order to further perfect the construction process of the students' scientific knowledge structure and give full play to the scientific value of the narrative text, the problem of static generation is predicted, the teaching flow is preset, and the dynamic generation problem is faced squarely.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3

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