本文選題：初中語文 + “悅”讀��； 參考：《山東師范大學》2017年碩士論文

【摘要】：閱讀是語文教學的重頭戲,歷來都是熱點的研究課題之一,對初中生閱讀教學進行研究有著非常重要的現(xiàn)實意義。通過梳理并分析國內外關于閱讀動機以及“悅”讀教學相關的研究發(fā)現(xiàn),這些關于閱讀的研究,有自主閱讀的研究,有對兒童自主閱讀的研究,有對高中經(jīng)典閱讀的研究,也有對初中語文課外經(jīng)典“悅讀”的策略的研究,但在開展“悅”讀的實施策略上幾乎都留下了空白,沒有對初中學段“悅”讀的系統(tǒng)研究,即使有一些策略研究,也基本上是針對經(jīng)典閱讀,沒有對初中學段的學生閱讀從閱讀認知過程和閱讀調控過程方面進行動機理論和策略的系統(tǒng)研究,因而也沒有把初中學段的閱讀提升到“悅”讀的深入研究。我從中學生閱讀目的與態(tài)度、閱讀的環(huán)境、閱讀材料的內容、閱讀材料的獲得途徑、閱讀時間與方法、閱讀習慣與指導、影響閱讀的因素等角度對影響初中語文閱讀興趣、閱讀動機等的因素進行了抽樣調查。調查發(fā)現(xiàn):追求高升學率,課業(yè)負擔重,學生無趣也無暇閱讀;信息網(wǎng)絡條件下的視聽文化氛圍對學生的閱讀造成了極大的沖擊;閱讀教學目標模糊不清,任務不明確;學生閱讀缺乏必要而科學的指導;傳統(tǒng)的閱讀教學方式阻礙了學生的閱讀;閱讀評價方式相對單一,不利于閱讀教學的有效開展。本文嘗試著從閱讀認知的“感知——理解——表述——鑒賞評判”四種心理過程出發(fā),從閱讀調控過程的“閱讀動機——閱讀興趣——閱讀意志”的角度對造成初中語文閱讀教學的現(xiàn)狀進行歸因分析,以探尋激發(fā)學生“悅”讀的有效策略。本文通過分析影響閱讀動機的相關因素,找出有利于學生主動“悅”讀的因素,既有影響“悅”讀認知過程的心理素質,又有影響“悅”讀調控過程的因素,如閱讀興趣、閱讀動機、閱讀意志等。其中影響閱讀動機的因素有目標希望等的影響、閱讀文本因素、家庭環(huán)境、學校環(huán)境等因素的影響、計算機等教學設施對輔助閱讀的影響、閱讀活動的影響等。以此為依據(jù)探索相應的“悅讀”教學策略:營造和諧的讀書氛圍,創(chuàng)設良好的讀書環(huán)境開啟“悅”讀;加強閱讀方法的指導,養(yǎng)成良好的閱讀習慣伴隨“悅”讀;改變傳統(tǒng)的閱讀方式,生成有效的對話教學助推“悅”讀;搭建多彩的活動平臺,增強學生的主觀體驗拓展“悅”讀;建立多元化評價體系,深化學生的情感體驗強化“悅”讀。以此來實現(xiàn)我個人堅持的語文教學主張“學好語文是為了讓你更好地生活著,讓閱讀成為一種自覺愉悅的行為習慣”,以達成“悅”讀的目的,讓學生在主動閱讀中,增強積極的人生體驗,體味生活中的奧秘與快樂,從內心深處喜歡閱讀,愛上閱讀,主動閱讀,從而實現(xiàn)自主“悅”讀。
[Abstract]:Reading is an important part of Chinese teaching and has always been one of the hot research topics. It has very important practical significance to study junior high school students' reading teaching. By combing and analyzing domestic and foreign researches on reading motivation and reading teaching, we find that there are some researches on reading, including autonomous reading, children's autonomous reading, and high school classic reading. There is also a study on the strategy of "Yue Yu", a classic of junior middle school Chinese, but almost all of them leave a blank in the implementation strategy of "Yue", and there is no systematic study of "Yue" in junior middle school, even if there are some strategic studies. It is also aimed at classical reading, and there is no systematic study of motivation theory and strategy in reading of junior middle school students from the aspects of reading cognitive process and reading regulation process. Therefore, it does not promote the reading of junior middle school to "Yue" reading in-depth research. I influence the reading interest of junior high school students from the aspects of reading purpose and attitude, reading environment, content of reading materials, access to reading materials, reading time and methods, reading habits and guidance, factors affecting reading, etc. A sample survey was conducted on factors such as reading motivation. The investigation found that the pursuit of high promotion rate, heavy workload, students are not interested in reading, the audio-visual cultural atmosphere under the information network conditions has caused a great impact on students' reading, reading teaching objectives are vague, tasks are not clear; Students lack of necessary and scientific guidance in reading; traditional reading teaching hinders students' reading; reading evaluation is relatively single, which is not conducive to the effective development of reading teaching. This paper attempts to proceed from the four psychological processes of "perception, understanding, expression, appreciation and evaluation" of reading cognition. From the perspective of "reading motivation-reading interest-reading will" in the process of reading regulation, this paper analyzes the present situation of reading teaching in junior middle school, in order to explore the effective strategies to stimulate students' reading. By analyzing the relevant factors affecting reading motivation, this paper finds out the factors that are beneficial to students' active reading, not only the psychological quality of the cognitive process of reading, but also the factors that affect the process of reading regulation, such as reading interest. Reading motivation, reading will, etc. Among them, the factors influencing reading motivation include target hope, reading text, family environment, school environment, computer teaching facilities, reading activities and so on. Based on this, the author explores the corresponding teaching strategies of "Yue read": to create a harmonious reading atmosphere, to create a good reading environment to open "Yue" reading, to strengthen the guidance of reading methods, to develop good reading habits with "Yue" reading; Changing the traditional reading methods, creating effective dialogue teaching to promote "Yue" reading, building colorful activity platform, enhancing students' subjective experience, expanding "Yue" reading, establishing a pluralistic evaluation system, Deepening students' emotional experience and strengthening "Yue" Reading. In order to achieve my personal insistence on Chinese teaching, "to learn Chinese well is to let you live a better life and to make reading become a self-conscious and pleasant behavior habit," in order to achieve the purpose of "Yue" reading, so that students can read on their own initiative. Strengthen the positive life experience, appreciate the mystery and happiness of life, like reading, love reading, and read actively from the bottom of the heart, so as to achieve the autonomous "happy" reading.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.3

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