【摘要】：傳統(tǒng)教學(xué)中,語文閱讀教學(xué)偏重于探討教材給定的文章,包括對(duì)作者、寫作意圖、思想情感、詞語句子等的理解研究,重視學(xué)習(xí)者對(duì)語文基本概念的學(xué)習(xí)和知識(shí)掌握,對(duì)學(xué)習(xí)者的評(píng)價(jià)以終結(jié)性評(píng)價(jià)為主。而把“文本”一詞引入中學(xué)語文閱讀教學(xué),并以“多元化”解讀作為語文文本解讀教學(xué)研究的方向和培養(yǎng)學(xué)習(xí)者綜合能力的方法,偏重的是語文閱讀教學(xué)的價(jià)值理念的思考和學(xué)習(xí)者評(píng)價(jià)方式多元化的探討。目的是為了實(shí)現(xiàn)語文閱讀教學(xué)從繁瑣的作者相關(guān)情況,詞句、修辭、語法學(xué)習(xí)等到理性、人文思想的角度去探究語文教學(xué),注重時(shí)代性,普世價(jià)值及思想多元化的轉(zhuǎn)變,以適應(yīng)不斷發(fā)展的社會(huì)對(duì)人才綜合能力與素質(zhì)提出的更高要求�！拔谋尽倍嘣庾x在語文教學(xué)中沒有統(tǒng)一的標(biāo)準(zhǔn)認(rèn)識(shí),現(xiàn)行的教學(xué)模式名目繁多且形式各異,針對(duì)國(guó)內(nèi)文本解讀教學(xué)有理論無體系,有思考無指導(dǎo)意義的現(xiàn)狀,本文從國(guó)內(nèi)現(xiàn)有的理論出發(fā),結(jié)合國(guó)外文本理論的思考,對(duì)文本解讀的原則提出了幾點(diǎn)構(gòu)想。在文本解讀教學(xué)的理論基礎(chǔ)上對(duì)多種傳統(tǒng)教學(xué)模式的教學(xué)策略進(jìn)行整合,設(shè)計(jì)出了完整的教學(xué)流程。在語文閱讀教學(xué)對(duì)學(xué)習(xí)者能力要求的基礎(chǔ)上,編制出多元解讀教學(xué)效果評(píng)價(jià)表,并對(duì)文本解讀教學(xué)中學(xué)生的能力培養(yǎng)情況進(jìn)行了數(shù)據(jù)分析與評(píng)價(jià)�？傮w而言,通過中學(xué)語文文本多元化解讀教學(xué),短期內(nèi)激發(fā)了學(xué)習(xí)者的學(xué)習(xí)興趣,提升了學(xué)習(xí)者的綜合素質(zhì)與能力,如綜合分析能力、語言表達(dá)能力及應(yīng)用寫作能力。研究為中學(xué)語文高效課堂的創(chuàng)建提供了一個(gè)可控的教學(xué)策略設(shè)計(jì)與教學(xué)評(píng)價(jià)范式。
[Abstract]:In the traditional teaching, Chinese reading teaching emphasizes on discussing the articles given in the textbook, including the comprehension of the author, writing intention, thought and emotion, words and sentences, and attaches importance to the learners' study and knowledge mastery of the basic concepts of Chinese. The evaluation of learners is based on summative evaluation. And introducing the word "text" into the teaching of Chinese reading in middle schools, and taking "pluralistic" interpretation as the direction of teaching and research of Chinese text interpretation and the method of cultivating learners' comprehensive ability, Emphasis is placed on the thinking of the value concept of Chinese reading teaching and the discussion of the diversity of learners' evaluation methods. The purpose of Chinese reading teaching is to probe into Chinese teaching from the angle of reason and humanism, pay attention to the change of times, universal value and diversity of thought, in order to realize the teaching of Chinese reading from the angle of reason, words and phrases, rhetoric, grammar and so on, in order to realize the teaching of Chinese reading. In order to adapt to the continuous development of society to the comprehensive ability and quality of talents put forward higher requirements. There is no unified standard understanding of the pluralistic interpretation of text in Chinese teaching, and the current teaching models are various in name and form. In view of the present situation that there is no theoretical system and no guiding significance in the teaching of text interpretation in China, Based on the existing theories at home and abroad, this paper puts forward some ideas on the principles of text interpretation. On the basis of the theory of text interpretation, the teaching strategies of traditional teaching models are integrated, and a complete teaching process is designed. On the basis of the requirement of Chinese reading teaching to learners' ability, the evaluation table of multi-interpretation teaching effect is worked out, and the data analysis and evaluation of students' ability cultivation in text reading teaching are carried out. In a word, the multi-reading teaching of Chinese text in middle school can stimulate learners' interest in learning and improve their comprehensive quality and ability, such as comprehensive analysis ability, language expression ability and applied writing ability. The research provides a controllable teaching strategy design and teaching evaluation paradigm for the establishment of high-efficient Chinese classroom in middle school.
【學(xué)位授予單位】：湖南大學(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)：2130005