發(fā)布時(shí)間：2018-02-14 00:07

  本文關(guān)鍵詞： 高中語(yǔ)文 整體性 閱讀教學(xué)　出處：《廣西師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：閱讀是一項(xiàng)可以幫助學(xué)生認(rèn)識(shí)世界感受世界的審美活動(dòng),對(duì)于學(xué)生的口語(yǔ)交際能力、寫作能力等的提升都具有重要的作用。閱讀教學(xué)是語(yǔ)文教學(xué)的重要組成部分,在語(yǔ)文教學(xué)中處于核心地位,解決著最基礎(chǔ)也是最深刻的問(wèn)題,承擔(dān)著最重大也是最核心的任務(wù),一定程度上決定著語(yǔ)文教學(xué)的質(zhì)量。高中語(yǔ)文閱讀與鑒賞的課程目標(biāo)是發(fā)展獨(dú)立的閱讀能力,從整體上把握文本內(nèi)容,理清思路,概括要點(diǎn),理解文本所表達(dá)的思想、觀點(diǎn)和感情。課程的基本理念是全面提高學(xué)生的語(yǔ)文素養(yǎng),充分發(fā)揮語(yǔ)文課程的育人功能。高中語(yǔ)文閱讀教學(xué)的目標(biāo)和基本理念能否真正得到實(shí)現(xiàn)在很大程度上取決于教學(xué)觀念與方式的優(yōu)劣。而整體性閱讀教學(xué)提倡樹(shù)立整體意識(shí)、整體觀念,主張從整體中開(kāi)始到整體中結(jié)束,不僅強(qiáng)調(diào)單篇閱讀教學(xué)的整體性也關(guān)注整冊(cè)教材這一大結(jié)構(gòu)下的整體性,更重視學(xué)生整體素養(yǎng)的培養(yǎng),因此是實(shí)現(xiàn)高中語(yǔ)文閱讀教學(xué)目標(biāo)和課程理念的重要路徑之一。本文以整體性閱讀教學(xué)為研究對(duì)象,以格式塔心理學(xué)、建構(gòu)主義心理學(xué)為指導(dǎo)思想,以增強(qiáng)語(yǔ)文閱讀教學(xué)效果、提高學(xué)生閱讀能力、養(yǎng)成良好的閱讀習(xí)慣、培養(yǎng)綜合整體素養(yǎng)為目標(biāo),以文獻(xiàn)分析法和案例探究法為方法,吸收借鑒了前人對(duì)整體感知、整體性閱讀教學(xué)策略、三維目標(biāo)的實(shí)現(xiàn)等理論,探究了整體性閱讀概念,在整體性環(huán)境下的縱向閱讀教學(xué)觀、一線語(yǔ)文課堂中存在的非整體性閱讀教學(xué)現(xiàn)象以及整體性閱讀教學(xué)的策略。本文分為五個(gè)部分。第一部分是緒論,首先闡述了閱讀與閱讀教學(xué)的重要性,語(yǔ)文閱讀課堂的現(xiàn)狀。其次在總結(jié)前人文獻(xiàn)資料的基礎(chǔ)上歸納出了研究成果的三條指向,分別是整體概念的理解、整體范圍的涉及和整體觀念的實(shí)施。最后,分析了本文研究的意義以及主要?jiǎng)?chuàng)新點(diǎn)。第二部分是整體性閱讀的概述,分為兩個(gè)部分。分別是整體性閱讀的概念和整體性閱讀教學(xué)的心理學(xué)依據(jù),包括格式塔心理學(xué)中的整體論思想和建構(gòu)主義中的主張主動(dòng)建構(gòu)認(rèn)識(shí)世界,鼓勵(lì)學(xué)生的個(gè)性化閱讀體驗(yàn)。第三部分是整體性閱讀教學(xué)觀。一共五個(gè)小節(jié)。第一節(jié)是閱讀文本的整體性解讀。主要包括整體感知、局部分析和整體把握三個(gè)方面。就如張志公先生所說(shuō)的理解的全過(guò)程就是從整體到局部再到整體這么走一回。第二節(jié)是教學(xué)目標(biāo)的整體性實(shí)現(xiàn)。主要論述了閱讀教學(xué)應(yīng)實(shí)現(xiàn)知識(shí)與能力、過(guò)程與方法、情感態(tài)度與價(jià)值觀三維目標(biāo)的融匯整合,三者缺一不可。第三節(jié)是教學(xué)設(shè)計(jì)的整體性安排。主要強(qiáng)調(diào)教學(xué)目標(biāo)、教學(xué)內(nèi)容和教學(xué)流程的整體性設(shè)計(jì)。第四節(jié)是語(yǔ)文素養(yǎng)的整體性培養(yǎng)。包括對(duì)學(xué)生群體的整體性關(guān)照和對(duì)學(xué)生個(gè)體的整體性培養(yǎng)兩個(gè)方面。提出了在閱讀教學(xué)中,不僅要目中有人,關(guān)注所有學(xué)生的發(fā)展還要關(guān)注每一位學(xué)生在所有語(yǔ)文素養(yǎng)方面上的發(fā)展。第五節(jié)是整體性閱讀教學(xué)對(duì)教師的要求。包括樹(shù)立整體意識(shí)、提高自身素養(yǎng)和注重教學(xué)反思。第四部分是非整體性閱讀現(xiàn)象的掃描。主要論述了當(dāng)今語(yǔ)文閱讀教學(xué)中存在的一些問(wèn)題,如人文性與工具性的脫離,文體特征的脫離以及教學(xué)內(nèi)容的非整體性。第五部分是整體性閱讀教學(xué)實(shí)施策略。有針對(duì)性地提出了三條教學(xué)策略,分別是把握工具性與人文性的統(tǒng)一、引導(dǎo)學(xué)生根據(jù)不同文體特征整體感知課文和整合教學(xué)內(nèi)容形成閱讀知識(shí)的整體性。
[Abstract]:Reading is a can help students to understand the world and feel the world's aesthetic activities for the students' oral communicative competence plays an important role in writing ability improved. Reading teaching is an important part of language teaching, is the core of language teaching, to solve the most basic and most profound problems, bear the most important is the core task, to a certain extent determines the quality of the Chinese teaching of high school Chinese reading and appreciation. The goal of the course is to develop independent reading ability, overall grasp of the text content, clarify ideas, summarize the main points, to understand the text to express ideas, opinions and feelings. The basic idea is to improve the curriculum the Chinese accomplishment of the students, give full play to the educational function of Chinese curriculum. The goal and the basic concept of teaching can really be achieved depends largely on the high school Chinese Reading The teaching idea and the way of reading teaching and the overall quality. To promote a sense of the whole, the overall concept, advocated from the whole to the whole in the end, not only emphasizes the integrity of the individual reading teaching is also concerned about the integrity of the structure of the whole book teaching materials, attach more importance to cultivating students' overall quality, so it is one of the an important path to the teaching goal and curriculum of Chinese reading in high school. In this paper, the overall reading teaching as the research object, the Gestalt psychology, constructivism psychology as the guiding ideology, to enhance the effectiveness of teaching Chinese reading, improve reading ability of students, to develop good reading habits, to cultivate the comprehensive overall quality as the goal, to explore the literature analysis method method and case study method, drawing on the previous overall perception of teaching strategies, overall reading, three-dimensional realization of the goal of theory, explores the whole concept of reading, The longitudinal reading teaching in the whole environment under the concept of a Chinese class in the non existence of overall reading teaching phenomenon and the whole teaching of reading strategies. This paper is divided into five parts. The first part is the introduction, first elaborated the importance of reading and reading teaching, the present situation of Chinese Reading Teaching. Secondly, based on summing up the previous literature on the sum of three points to the research results, namely the overall understanding of the concept, the implementation of the overall range involved and the overall concept. Finally, this paper analyzes the significance of the research and main innovative points. The second part is an overview of reading, is divided into two parts. One is the psychology based on the concept and the overall integrity of reading teaching, including the theory of Gestalt psychology and the thoughts of Constructivism advocates actively construct personalized understanding of the world, to encourage students to read Reading experience. The third part is the overall view of reading and teaching. A total of five sections. The first section is the overall interpretation of reading text. Mainly including the overall perception, local analysis and overall grasp three aspects. As the whole process of Zhang Zhi said understanding is from the whole to the local to the whole way a back. The second section is the overall teaching goal. This paper mainly discusses the reading teaching knowledge and ability, process and method, integration of emotional attitudes and values of the 3D object, the three indispensable. The third section is the overall arrangement of the teaching design. The main emphasis is the teaching goal, teaching content and overall design the teaching process. The fourth section is the whole Chinese literacy training. Including the students overall care and integrity of the individual culture two aspects. Put forward in the teaching of reading, not only to. Some people, concerned about the development of all the students should pay attention to every student in all aspects of the development of Chinese accomplishment. The fifth section is the requirement for teachers' overall reading teaching. Including establish the overall awareness, improve their quality and pay attention to teaching reflection. The fourth part is the non holistic reading phenomenon mainly discusses some problems of scanning. The problems in teaching Chinese reading, such as humanism and instrumental from non entirety stylistic features from the teaching content and teaching strategies. The fifth part is the overall reading. It puts forward three teaching strategies, which is to grasp the unity of tool and humanity, to guide the students according to the different stylistic features of the overall perception text and the conformity of teaching contents form reading the entirety of knowledge.

【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.33

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