本文選題：少教多學(xué) + 初中現(xiàn)代文閱讀��； 參考：《山東師范大學(xué)》2015年碩士論文

【摘要】：初中現(xiàn)代文閱讀教學(xué)是中學(xué)語(yǔ)文教學(xué)的重要組成部分，是學(xué)生形成語(yǔ)文能力的重要基礎(chǔ)。有效的現(xiàn)代文閱讀教學(xué)能大大提高學(xué)生的語(yǔ)文素養(yǎng)，但目前在初中現(xiàn)代文閱讀教學(xué)中存在耗時(shí)多而收效微的問題，“重教輕學(xué)、教多學(xué)少”仍是今天現(xiàn)代文閱讀教學(xué)的“頑癥”。因此，以現(xiàn)代文閱讀教學(xué)為切入口，進(jìn)行在“少教多學(xué)”理念指導(dǎo)下的現(xiàn)代文閱讀教學(xué)實(shí)踐研究，可以促使教師轉(zhuǎn)變教學(xué)理念，把學(xué)生語(yǔ)文學(xué)習(xí)的進(jìn)步與發(fā)展作為語(yǔ)文教學(xué)的出發(fā)點(diǎn)和落腳點(diǎn)，實(shí)施有效的教學(xué)策略，能夠花最少的時(shí)間，取得最大的教學(xué)效益，提高現(xiàn)代文閱讀教學(xué)的有效性，使教師教的有效，學(xué)生學(xué)的投入，實(shí)現(xiàn)教與學(xué)的雙贏。 本研究立足當(dāng)今語(yǔ)文教學(xué)改革的時(shí)代背景，針對(duì)問卷調(diào)查了解到的現(xiàn)代文閱讀教學(xué)的種種弊端，根據(jù)義務(wù)教育《語(yǔ)文課程標(biāo)準(zhǔn)》對(duì)初中階段現(xiàn)代文閱讀教學(xué)的要求，研究初中語(yǔ)文現(xiàn)代文閱讀教學(xué)過程中教師應(yīng)該“教”什么、怎樣“教”和學(xué)生應(yīng)該“學(xué)”什么、怎樣“學(xué)”兩大內(nèi)容。本研究從教學(xué)規(guī)律及學(xué)生心理、認(rèn)知規(guī)律出發(fā)，力圖找到指導(dǎo)學(xué)生預(yù)習(xí)的最優(yōu)策略，培養(yǎng)學(xué)生的自主學(xué)習(xí)能力；力圖優(yōu)化教學(xué)目標(biāo)，明確現(xiàn)代文閱讀教學(xué)的方向；希望通過精準(zhǔn)的文本解讀、有效的教材整合和精選的講授內(nèi)容來(lái)實(shí)現(xiàn)教學(xué)內(nèi)容的優(yōu)化，做到“少教，教的有效”；通過精心設(shè)置情境，抓住核心問題，鼓勵(lì)學(xué)生提問，組織演講、課本劇等形式的教學(xué)活動(dòng)進(jìn)行教學(xué)設(shè)計(jì)的優(yōu)化，調(diào)動(dòng)學(xué)生學(xué)習(xí)興趣，提高學(xué)生的學(xué)習(xí)參與度，做到“多學(xué)，學(xué)的投入”。同時(shí)通過優(yōu)化閱讀指導(dǎo)策略，引導(dǎo)學(xué)生進(jìn)行課內(nèi)課外閱讀，使“少教多學(xué)”由課內(nèi)延伸到課外。在教學(xué)實(shí)施中，要優(yōu)化教學(xué)評(píng)價(jià)，促進(jìn)學(xué)生的學(xué)習(xí)。 本文注重理論與實(shí)踐相結(jié)合，著力探討了怎樣在“少教多學(xué)”理念指導(dǎo)下進(jìn)行現(xiàn)代文閱讀教學(xué)才是有效的。本文從四個(gè)部分展開研究：首先是引言，主要介紹了本文的選題背景、研究的目的意義、主要內(nèi)容、研究的創(chuàng)新點(diǎn)和擬解決的關(guān)鍵問題；第一部分主要從理論上對(duì)“少教多學(xué)”教學(xué)實(shí)踐進(jìn)行了概述；第二部分從六個(gè)方面理論聯(lián)系實(shí)際，闡述了“少教多學(xué)”理念指導(dǎo)下的初中現(xiàn)代文閱讀教學(xué)的實(shí)施策略；第三部分論述了“少教多學(xué)”在現(xiàn)代文閱讀教學(xué)中的實(shí)踐研究結(jié)論與收獲。 通過以上研究，探索基于“少教多學(xué)”理念的初中現(xiàn)代文教學(xué)的策略和方法，，從而提高現(xiàn)代文閱讀教學(xué)的效果，努力達(dá)到葉圣陶先生所說(shuō)的“教是為了不教”的目的，形成教師“少教、精教、教得高效”，學(xué)生“多學(xué)、樂學(xué)、學(xué)得有效”的教學(xué)方式。 我采用行動(dòng)研究法、經(jīng)驗(yàn)總結(jié)法、文獻(xiàn)研究法和比較分析法等研究方法，進(jìn)行了為期三年的實(shí)踐研究。雖然在實(shí)踐中遇到了一些問題和困難，但最終都找到了解決的策略。從與對(duì)照班的比較來(lái)看，實(shí)踐研究最終取得了實(shí)際成效。
[Abstract]:Modern reading teaching in junior high school is an important part of middle school Chinese teaching and an important foundation for students to form Chinese ability. Effective teaching of modern Chinese reading can greatly improve students' Chinese literacy, but at present, there is a problem of time-consuming and ineffective in the teaching of modern text reading in junior high school. Teaching more and learning less "is still the" stubborn disease "of modern literature reading teaching today." Therefore, taking the reading teaching of modern literature as the entry point and carrying out the practical research of reading teaching under the guidance of the idea of "less teaching and more learning", teachers can be urged to change their teaching ideas. Taking the progress and development of students' Chinese learning as the starting point and end point of Chinese teaching and implementing effective teaching strategies, we can spend the least time, obtain the maximum teaching efficiency, and improve the effectiveness of the teaching of modern Chinese reading. Make the teacher teaching effective, the student study investment, realize the double-win of teaching and learning. This research is based on the background of the reform of Chinese teaching nowadays, aiming at the defects of the teaching of modern Chinese reading, and according to the requirements of the teaching of modern Chinese reading in the junior middle school, according to the compulsory education "Chinese Curriculum Standard". This paper studies what teachers should "teach", how to "teach" and what students should "learn" and how to "learn" in reading teaching of modern Chinese in junior high school. Based on the teaching law, students' psychology and cognitive law, this study tries to find out the best strategy to guide students' preview, to cultivate students' autonomous learning ability, to optimize the teaching goal and to clarify the direction of modern reading teaching. I hope that through accurate text interpretation, effective integration of teaching materials and selected teaching content to achieve the optimization of teaching content, so that "less teaching, teaching is effective," through carefully setting the situation, grasp the core issues, encourage students to ask questions. Organizing teaching activities in the form of lecture, textbook play, etc., to optimize the teaching design, to arouse students' interest in learning, to increase students' participation in learning, and to achieve "more learning and learning input". At the same time, by optimizing the reading guidance strategy, we can guide students to read in and out of class, so that "less teaching and more learning" can be extended from inside class to outside class. In the implementation of teaching, we should optimize teaching evaluation and promote students' learning. This paper focuses on the combination of theory and practice, and probes into how to carry out modern reading teaching under the guidance of "less teaching and more learning". This paper starts with four parts: first, the introduction, mainly introduces the background of this topic, the purpose and significance of the study, the main content, the innovative points of the research and the key problems to be solved; The first part mainly summarizes the teaching practice of "less teaching and more learning" in theory, the second part expounds the implementation strategy of modern reading teaching in junior high school under the guidance of the concept of "less teaching and more learning" from six aspects. The third part discusses the practical research conclusion and harvest of "less teaching and more learning" in modern reading teaching. Through the above research, this paper explores the strategies and methods of modern literature teaching in junior high school based on the concept of "less teaching and more learning", so as to improve the effect of modern reading teaching, and strive to achieve the goal of "teaching for the sake of not teaching", which Mr. Ye Shengtao calls "teaching for the sake of not teaching". Teachers "less teaching, fine teaching, teaching highly effective", students "learn, learn effectively" teaching method. I have carried out three years of practical research with action research method, experience summary method, literature research method and comparative analysis method. Although in practice encountered some problems and difficulties, but ultimately found a solution to the strategy. From the comparison with the control class, the practical research has finally achieved practical results.
【學(xué)位授予單位】：山東師范大學(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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