【摘要】：閱讀文學(xué)經(jīng)典是提高學(xué)生語(yǔ)文素養(yǎng)與能力的有效方法,新課程標(biāo)準(zhǔn)發(fā)布之后教育界對(duì)文學(xué)作品的解讀越發(fā)重視。我們?cè)谥袑W(xué)語(yǔ)文教學(xué)中如何對(duì)文學(xué)作品進(jìn)行教學(xué)解讀、其解讀的重點(diǎn)和要素是什么、可否將文學(xué)解讀運(yùn)用到教學(xué)解讀中、兩者間的建構(gòu)作用如何有效體現(xiàn),這些皆是本文要探討的問(wèn)題。在初中語(yǔ)文課本中散文的篇目占到了30%以上,可見(jiàn)文學(xué)作品中的散文在語(yǔ)文教學(xué)中至關(guān)重要,所以我們以散文為切入點(diǎn)來(lái)縮小討論范圍。而現(xiàn)代散文中朱自清的散文一直是課本中的必選篇目,是除了魯迅之外入選篇目最多的現(xiàn)當(dāng)代作家。我們把范圍縮小到朱自清的散文名篇?jiǎng)t更具有代表性,以此為切入點(diǎn)探討如何運(yùn)用文學(xué)性進(jìn)行散文教學(xué),試圖建構(gòu)其在語(yǔ)文教學(xué)中的實(shí)踐性和可操作性,此次論文是建立在實(shí)地調(diào)研基礎(chǔ)之上,調(diào)研對(duì)象為初中學(xué)生,所以我們著手從初中學(xué)生的具體學(xué)情出發(fā)來(lái)論述教學(xué)現(xiàn)狀及其問(wèn)題,為身處一線的語(yǔ)文教師提供不同角度的新思路。本文共分為三個(gè)部分:第一部分為文獻(xiàn)綜述,對(duì)此次選題的相關(guān)背景及國(guó)內(nèi)外研究現(xiàn)狀的脈絡(luò)進(jìn)行了梳理。國(guó)內(nèi)關(guān)于朱自清的研究大致分為朱自清散文的單篇研究、整體寫(xiě)作風(fēng)格的討論、朱自清的語(yǔ)文教育思想研究和人生經(jīng)歷解讀。除此之外也梳理了國(guó)內(nèi)對(duì)文學(xué)作品中文學(xué)性解讀的新進(jìn)展。第二部分整理了朱自清散文的具體情況,包括朱自清散文在中學(xué)課本中的歷史收錄情況和現(xiàn)在收錄情況,并對(duì)收錄在初中課本中的朱自清散文《春》、《背影》進(jìn)行了文學(xué)性分析。第三部分為朱自清散文的學(xué)情分析,通過(guò)對(duì)中學(xué)學(xué)生的學(xué)習(xí)情況進(jìn)行問(wèn)卷調(diào)查以及記錄課堂實(shí)錄,分析現(xiàn)今課堂中朱自清散文的教學(xué)問(wèn)題并提出如何用文學(xué)性來(lái)解決這些問(wèn)題。具體的策略總結(jié)為四步:一是積累教師自身的散文閱讀修養(yǎng),教師在閱讀散文時(shí)要注意積累文學(xué)性的閱讀體驗(yàn);二是重新樹(shù)立學(xué)生閱讀散文的觀念,不能一味的跟著考綱走;三是營(yíng)造好的閱讀氛圍,多鼓勵(lì)學(xué)生讀好書(shū),細(xì)讀經(jīng)典文章,激發(fā)學(xué)生閱讀興趣;四是培養(yǎng)學(xué)生切實(shí)可行的閱讀散文方法。
[Abstract]:Reading literary classics is an effective way to improve students' Chinese literacy and ability. After the publication of the new curriculum standard, more and more attention has been paid to the interpretation of literary works in the educational circles. How do we interpret the literary works in the middle school Chinese teaching, what are the key points and elements of the interpretation, whether we can apply the literary interpretation to the teaching interpretation, and how to effectively embody the constructive function between the two. These are all the issues to be discussed in this paper. The prose in junior middle school Chinese textbooks accounts for more than 30% of the essays. It can be seen that prose in literary works is very important in Chinese teaching, so we use prose as a starting point to narrow down the scope of discussion. In modern prose, Zhu Ziqing's prose has always been a must-choose title in the textbook, and it is the modern and contemporary writer who has been selected the most in addition to Lu Xun. We narrow the scope to Zhu Ziqing's prose is more representative, with this as a starting point to explore how to use literariness in prose teaching, trying to construct its practicality and operability in Chinese teaching. This paper is based on-the-spot research, the object of investigation is junior high school students, so we start from the junior high school students' specific learning situation to discuss the current situation of teaching and its problems. This paper is divided into three parts: the first part is literature review, the related background of this topic and the current situation of research at home and abroad are combed out. The study of Zhu Ziqing in China is divided into a single study of Zhu Ziqing's prose, a discussion of the overall writing style, Zhu Ziqing's study on Chinese education and interpretation of his life experience. In addition, it also combs the new progress of literary interpretation in domestic literary works. The second part arranges the specific situation of Zhu Ziqing's prose, including the historical and present collection of Zhu Ziqing's prose in middle school textbooks. The author also makes a literary analysis of Zhu Ziqing's prose "Spring" and "the back Shadow" which are included in the middle school textbooks. The third part is the analysis of Zhu Ziqing's prose learning situation, through the questionnaire survey of the middle school students and the recording of the classroom record, the third part is the analysis of Zhu Ziqing's prose learning situation. This paper analyzes the teaching problems of Zhu Ziqing's prose in class and puts forward how to solve these problems with literariness. The concrete strategies are summarized as four steps: one is to accumulate teachers' own prose reading accomplishment, teachers should pay attention to accumulating literary reading experience when reading prose, second, to re-establish the concept of students' reading prose, we should not just follow the outline of the examination, and the teachers should pay attention to the accumulation of literary reading experience when reading prose. The third is to create a good reading atmosphere, to encourage students to read well, to read classic articles carefully, to stimulate students' interest in reading; fourth, to cultivate practical methods of reading prose for students.
【學(xué)位授予單位】：貴州師范大學(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)：2468260