本文選題：中學(xué)散文 + 敘事散文��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：基礎(chǔ)教育改革的不斷深入和課程標(biāo)準(zhǔn)理念的不斷更新,對(duì)當(dāng)代的教育教學(xué)提出了更高的要求,語(yǔ)文學(xué)科教學(xué)也不例外。學(xué)生的課業(yè)負(fù)擔(dān)越來(lái)越重,語(yǔ)文教師面臨著越來(lái)越嚴(yán)峻的挑戰(zhàn)。本文試圖從現(xiàn)代敘事散文的文體特征出發(fā),借鑒中學(xué)敘事散文教學(xué)設(shè)計(jì)的理論依據(jù),合理全面地分析現(xiàn)行課程標(biāo)準(zhǔn)下對(duì)敘事散文教學(xué)設(shè)計(jì)進(jìn)行創(chuàng)新的必要性和可行性,從課堂結(jié)構(gòu)預(yù)設(shè)創(chuàng)新、教學(xué)內(nèi)容優(yōu)化創(chuàng)新和教學(xué)手法創(chuàng)新三方面著手,探究中學(xué)敘事散文教學(xué)設(shè)計(jì)的創(chuàng)新途徑。本文主要分為五部分,其主要內(nèi)容如下:第一部分主要闡述本文研究的緣起和意義,介紹現(xiàn)代敘事散文教學(xué)設(shè)計(jì)及創(chuàng)新方面的研究現(xiàn)狀,梳理和總結(jié)現(xiàn)有的研究成果。第二部分概述現(xiàn)代散文和教學(xué)設(shè)計(jì)的主要內(nèi)容,對(duì)現(xiàn)代散文的分類(lèi)和寫(xiě)作特點(diǎn)、教學(xué)設(shè)計(jì)的主要特征進(jìn)行了明確和區(qū)分,論述現(xiàn)代敘事散文教學(xué)設(shè)計(jì)創(chuàng)新的必要性及可行性,既為現(xiàn)代敘事散文教學(xué)設(shè)計(jì)提供理論基礎(chǔ),也為教師教學(xué)活動(dòng)的開(kāi)展提供了清晰的認(rèn)識(shí)。第三部分論述現(xiàn)代敘事散文設(shè)計(jì)創(chuàng)新過(guò)程中需要遵循的原則,主要包括情感性原則、目標(biāo)性原則、發(fā)展性原則和實(shí)踐性原則。將新課程標(biāo)準(zhǔn)理念下對(duì)語(yǔ)文教學(xué)活動(dòng)的要求與教學(xué)理論相聯(lián)系,更好地指導(dǎo)現(xiàn)代敘事散文教學(xué)設(shè)計(jì)的創(chuàng)新。第四部分論述對(duì)現(xiàn)代敘事散文教學(xué)設(shè)計(jì)進(jìn)行創(chuàng)新的方法和途徑,主要從教學(xué)課堂結(jié)構(gòu)的創(chuàng)新、教學(xué)內(nèi)容優(yōu)化的創(chuàng)新和教學(xué)方法的創(chuàng)新選擇三方面出發(fā),使現(xiàn)代敘事散文教學(xué)設(shè)計(jì)的創(chuàng)新理論在一線(xiàn)教學(xué)活動(dòng)中得以具體化。第五部分選取初中敘事散文《從百草園到三味書(shū)屋》、高中《記念劉和珍君》兩篇經(jīng)典篇目的一線(xiàn)優(yōu)秀教師的教學(xué)設(shè)計(jì)實(shí)例,從中尋找教師教學(xué)設(shè)計(jì)的亮點(diǎn)所在,通過(guò)一線(xiàn)課堂實(shí)例分析評(píng)價(jià)現(xiàn)代敘事散文教學(xué)設(shè)計(jì)具體實(shí)施過(guò)程。散文是中學(xué)階段語(yǔ)文課堂的常見(jiàn)文體之一,其情感和行文對(duì)學(xué)生的成長(zhǎng)有著極其重要的陶冶作用。散文文體多樣,論域范圍廣泛。時(shí)代的發(fā)展對(duì)學(xué)生創(chuàng)新性和創(chuàng)造力的要求越來(lái)越高,筆者希望通過(guò)富有創(chuàng)造性的課堂教學(xué)設(shè)計(jì)激發(fā)學(xué)生的內(nèi)在創(chuàng)新精神,培養(yǎng)學(xué)生的創(chuàng)新能力。
[Abstract]:With the deepening of the reform of basic education and the renewal of curriculum standards, higher requirements have been put forward for contemporary education and teaching, and Chinese teaching is no exception. Chinese teachers are facing more and more severe challenges as the students' homework burden becomes heavier and heavier. Based on the stylistic features of modern narrative prose and the theoretical basis of teaching design of narrative prose in middle schools, this paper attempts to analyze the necessity and feasibility of innovation of narrative prose teaching design under the current curriculum standards. This paper probes into the innovative ways of teaching design of narrative prose in middle school from three aspects: the presupposition of classroom structure, the optimization of teaching content and the innovation of teaching methods. This paper is divided into five parts, the main contents are as follows: the first part mainly describes the origin and significance of this study, introduces the current situation of modern narrative prose teaching design and innovation, combs and summarizes the existing research results. The second part summarizes the main contents of modern prose and teaching design, clarifies and distinguishes the classification and writing characteristics of modern prose and the main features of teaching design, and discusses the necessity and feasibility of innovation in teaching design of modern narrative prose. It not only provides theoretical basis for modern narrative prose teaching design, but also provides clear understanding for teachers' teaching activities. The third part discusses the principles to be followed in the creative process of modern narrative prose design, including affective principle, objective principle, developmental principle and practical principle. In order to better guide the innovation of teaching design of modern narrative prose, the requirements of Chinese teaching activities under the new curriculum standard are related to the teaching theory. The fourth part discusses the methods and ways to innovate the teaching design of modern narrative prose, mainly from three aspects: the innovation of the teaching classroom structure, the innovation of the optimization of the teaching content and the innovation of the teaching method. The innovative theory of modern narrative prose teaching design can be concretized in the first line teaching activities. The fifth part selects the middle school narrative prose "from the hundred grass garden to the three taste bookshop", the senior high school "remembers Liu he Zhen Jun" two classics article first line outstanding teacher's teaching design example, from which seeks the teacher teaching design bright spot, The concrete implementation process of teaching design of modern narrative prose is analyzed and evaluated by classroom examples. Prose is one of the common styles in the middle school Chinese classroom. Its emotion and writing play an extremely important role in the students' growth. The prose style is diverse and the scope of discussion is wide. The development of the times demands students' creativity and creativity more and more. The author hopes to stimulate the students' inner creative spirit and cultivate their creative ability through creative classroom teaching design.
【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】：2017
【分類(lèi)號(hào)】：G633.3

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