本文選題：柳詞教學(xué) + 教學(xué)探究�。� 參考：《上海師范大學(xué)》2015年碩士論文

【摘要】：現(xiàn)代詩詞教學(xué)中,想要讓同學(xué)們對文本有一個直觀清晰的認(rèn)識,不僅要回到作者那個時代,考察文本的起源,了解、推測、理解作者的原意,更要在解讀過程中,和作者、和文本一起建構(gòu)自身的澄明與顯現(xiàn)。對文本的理解程度,和讀者本身的條件、所處社會環(huán)境、個人經(jīng)歷直接相關(guān)。柳永是婉約派的代表人物,他的作品有大量的創(chuàng)新點,并且通俗易懂。當(dāng)時,像如今的流行歌曲一樣流傳于市民大眾之間,但又不失平庸,千古經(jīng)典之作常有。他的作品開創(chuàng)了詞曲在宋初的新局面,并為后世大量宋詞名家的出現(xiàn)奠定了扎實的基礎(chǔ)。使得宋詞成為與唐詩元曲并行的歷史經(jīng)典,柳永對此功不可沒。柳永的詞不僅有優(yōu)美的語言、豐富的內(nèi)容,更有哲學(xué)、深刻的人生內(nèi)涵,對培養(yǎng)學(xué)生的豐富情感、積極的人格很有啟發(fā)。消解教師解讀的話語權(quán)威,追求柳永作品教學(xué)真正的深入人心,既符合新課程標(biāo)準(zhǔn)倡導(dǎo)的“尊重學(xué)生的獨特感受”理念,也是挖掘柳永作品教學(xué)時代意義的必然選擇。筆者試著借各類教學(xué),嘗試剖析中學(xué)作品教學(xué)現(xiàn)狀,通過分析一系列不同風(fēng)格類型的教學(xué)案例,辨析教學(xué)方法的優(yōu)劣,并進(jìn)行實踐嘗試,總結(jié)有效的教學(xué)方法,以圖尋找柳永作品正確合理的教學(xué)策略。本論文共分為五章:第一章從研究背景、研究方式、研究意義、研究綜述展開緒論的闡述。研究綜述又分教學(xué)方面和文學(xué)角度做了闡述,雖然本論文的主線是教學(xué)策略探究,但對于文學(xué)方面的研究也必不可少,不僅可以讓我們更好的理解文本,同時為可以為我們找到教學(xué)策略的最優(yōu)切入點。第二章通過謝桃坊前輩的《柳永》一書,以及一些論文著述,探尋柳永作品可以千古傳頌的根源所在,即當(dāng)今我們學(xué)生要學(xué)習(xí)他的意義。學(xué)生通過柳永的詞作品可以學(xué)到什么,可以感受到什么,以及可以借鑒到什么。這不僅是我們傳頌柳永作品的意義所在,更是我們柳詞教學(xué)的意義所在。第三章分析了柳詞教學(xué)的現(xiàn)狀,即通過柳詞在教材中的現(xiàn)狀,在教學(xué)中的現(xiàn)狀,以及教學(xué)評價方面的現(xiàn)狀進(jìn)行分析研究。三個面中每一個面又分別從不同的角度切入分析。如教材現(xiàn)狀這個層面,筆者分析了人教版、滬教版、蘇教版的出版情況,并進(jìn)行研究;教學(xué)這個層面就當(dāng)今教師在柳詞授課時最常出現(xiàn)的三個問題進(jìn)行評述;評價這個層面,則分析了其誤區(qū)和基于學(xué)生、教師兩個角度的評價。第四章是本論文最主要的章節(jié),也是核心所在。這里通過作者、作品、文本鑒賞的研究,逐漸推導(dǎo)出柳詞教學(xué)的一個普適策略。這里包括教學(xué)目標(biāo)、教學(xué)過程、教學(xué)反思三個方面的策略。在教學(xué)目標(biāo)的研究中,筆者通過結(jié)合優(yōu)秀教師的教學(xué)設(shè)計和教參中的教學(xué)建議,得出柳詞優(yōu)化的教學(xué)目標(biāo);教學(xué)過程,同樣探究了多個教案得出最優(yōu)方案;教學(xué)評價,亦是如此研究。第五章則引入了一篇由教師們在備課會議上共同探討的《雨霖鈴》教學(xué)設(shè)計,并給予了評論,借此示例柳詞的教學(xué)。
[Abstract]:In the modern poetry teaching, we want the students to have a clear and clear understanding of the text, not only to return to the author's time, to examine the origin of the text, to understand, to speculate, to understand the original meaning of the author, but to construct its own clarity and appearance with the author and the text in the process of interpretation. The understanding of the text and the reader's own article. The social environment and personal experience are directly related. Liu Yong is the representative of the euphemism. His works have a large number of innovative points and easy to understand. At that time, the popular songs, like today's popular songs, were common among the public, but they were often mediocre. It has laid a solid foundation for the emergence of a large number of Famous Song Ci writers in the later generations. The Song Ci became a historical classic in parallel with the yuan song of the Tang Dynasty. Liu Yong's words not only have beautiful language, rich content, more philosophy, profound meaning of life, and have a great inspiration for the cultivation of students' rich emotions and positive personality. The interpretation of the discourse authority, the pursuit of Liu Yong's work teaching truly deeply rooted in the hearts of the people, not only in line with the new curriculum standards advocated by the "respect the unique feeling of students", but also the inevitable choice to excavate the significance of the age of Liu Yong's work teaching. I try to analyze the present situation of the teaching of middle school works by means of various kinds of teaching, by analyzing a series of different styles. Types of teaching cases, analysis and analysis of the advantages and disadvantages of teaching methods, and carry out practical attempts, sum up effective teaching methods, in order to find the correct and reasonable teaching strategy of Liu Yong's works. This paper is divided into five chapters: the first chapter from the research background, research methods, research significance, research comprehensive introduction introduction. The main line of this thesis is to explore the teaching strategy, but it is also essential to the study of literature. It can not only make us understand the text better, but also make the best point for us to find the teaching strategy. The second chapter, through the book of "Liu Yong >" by the former elder of Xie Tao Fang, and the writings of some papers, seek to find out. The origin of Liu Yong's works can be heard from ancient times, that is, what we can learn from his students today. What can we learn through Liu Yong's works, what can we experience, and what can we learn from it. This is not only the meaning of our work on Liu Yong, but also the significance of the teaching of Liu's Ci. The third chapter analyses the significance of the teaching of Liu Yong. The present situation of Liu's word teaching is to analyze the status of the words in the teaching materials, the present situation in the teaching and the status of the teaching evaluation. Every aspect of the three faces is analyzed from different angles. For example, the status of the teaching materials, the author analyses the publishing situation of the human education, Shanghai, and Soviet education. This level is a review of the three most common problems that teachers often appear when Liu's words are taught at this level. The evaluation of this level is the analysis of their misunderstandings and the evaluation of the two angles of the students and teachers. The fourth chapter is the most important chapter and the core of this paper. It includes three aspects: teaching objectives, teaching process and teaching reflection. In the study of teaching objectives, the author combines the teaching design of excellent teachers and teaching suggestions in the teaching reference to obtain the teaching objectives of the optimization of willow words. The case; teaching evaluation is also the case. The fifth chapter introduces a teaching design of "rain Lin bell", which is discussed jointly by the teachers at the lesson preparation meeting, and gives a review, taking this example of the teaching of the words of the willow.
【學(xué)位授予單位】：上海師范大學(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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本文編號：2027907