洪鎮(zhèn)濤語感教學(xué)思想及實(shí)踐探析
發(fā)布時間：2018-09-02 09:26
【摘要】：洪鎮(zhèn)濤是湖北省的語文特級教師,福建省的語文教研員,也是語感派語文教學(xué)的創(chuàng)始人和代表人物,是一個典型的學(xué)者型和研究型的一線語文老師。洪鎮(zhèn)濤從教有40余年,致力于“語感教學(xué)思想的研究”,成績斐然,有著豐富的語文課堂教學(xué)經(jīng)驗,并且對語文教學(xué)的前沿理論進(jìn)行了深入鉆研,逐漸形成自己獨(dú)特的教學(xué)風(fēng)格和鮮明的教學(xué)思想。分析和研究洪鎮(zhèn)濤語感教學(xué)思想和教學(xué)方法,不僅有利于加深對洪鎮(zhèn)濤語感教學(xué)思想的認(rèn)識,更有利于一線語文教師汲取其優(yōu)秀的語文教學(xué)實(shí)踐經(jīng)驗,對當(dāng)前的語文教育也有重要的借鑒意義。本論文由緒論、正文、結(jié)論三部分組成。緒論,首先闡述本文選題的由來及選題的意義;其次,根據(jù)所收集整理的文獻(xiàn)資料,重點(diǎn)論述洪鎮(zhèn)濤語感教學(xué)思想的國內(nèi)研究現(xiàn)狀;最后,簡要介紹洪鎮(zhèn)濤的生平及其理論來源,并結(jié)合洪鎮(zhèn)濤發(fā)表的相關(guān)論文、著作及教材等,確定本文的研究重點(diǎn)是洪鎮(zhèn)濤的語感教學(xué)思想和語感教學(xué)實(shí)踐。正文包括四章:第一章——洪鎮(zhèn)濤語感教學(xué)改革總述。主要針對洪鎮(zhèn)濤從教40余年以來的重要語文教學(xué)改革活動,改革活動以時間為軸進(jìn)行劃分,可分兩次:上世紀(jì)80年代時期語文課堂教學(xué)改革和90年代的語文本體教學(xué)改革。在一線教師隊伍里的洪鎮(zhèn)濤,有著豐富的課堂實(shí)踐經(jīng)驗,在此基礎(chǔ)上,時時刻刻關(guān)注語文教學(xué)的整體環(huán)境,并針對不斷變化的大環(huán)境,在不同時期不同背景下有針對性的進(jìn)行了改革實(shí)踐活動,這些改革實(shí)踐活動為其語感教學(xué)思想奠定了基礎(chǔ)。第二章——對洪鎮(zhèn)濤語感教學(xué)思想的主要內(nèi)容進(jìn)行詳細(xì)的整理和分析,得出其語感教學(xué)思想在當(dāng)前語文教育上具有引領(lǐng)性的觀點(diǎn)。從洪鎮(zhèn)濤強(qiáng)調(diào)的語感教學(xué)的相關(guān)理念及語感教學(xué)新體系構(gòu)建的角度,筆者對其語感思想進(jìn)行了細(xì)致的梳理,明確其語感教學(xué)的定義、本質(zhì)和本體,并從語感教學(xué)注重兩個方面,培養(yǎng)語感,把握四個結(jié)合,培養(yǎng)四項能力,構(gòu)建“三主一副”新教材等方面對其語感教學(xué)新體系進(jìn)行了整理和分析,論證其語感教學(xué)思想的引領(lǐng)性。第三章——洪鎮(zhèn)濤語感教學(xué)思想的教學(xué)實(shí)踐。通過洪鎮(zhèn)濤語感教學(xué)思想下的“變‘講堂’為‘課堂’”“一套課堂教學(xué)常�！�、“七種課程類型”以及“四種讀書法”(1)這些教學(xué)方法的實(shí)際課堂應(yīng)用分析(1),以及洪鎮(zhèn)濤語感教學(xué)經(jīng)典案例課堂實(shí)錄的實(shí)踐性分析,明確了洪老師語感教學(xué)實(shí)踐方法具有很強(qiáng)的可操作性。并在每部分分析結(jié)束后,進(jìn)行了教學(xué)建議的總結(jié),期望能給予一線語文教師一些幫助,以提升當(dāng)前語文教學(xué)質(zhì)量。第四章——洪鎮(zhèn)濤與語感派的關(guān)系。筆者通過對語感派的特點(diǎn)研究,明確洪鎮(zhèn)濤語感教學(xué)的特色——語文本體教學(xué),進(jìn)而明確洪鎮(zhèn)濤對語感派建設(shè)的重要作用,以及語文流派建設(shè)對語文教學(xué)的意義。最后,結(jié)論部分對全文做出總結(jié),主要?dú)w納總結(jié)洪鎮(zhèn)濤的教學(xué)思想理論以及教學(xué)實(shí)踐,明確其思想方法中值得一線教師學(xué)習(xí)借鑒之處,希望對一線教師有些幫助。
[Abstract]:Hongzhentao is a Chinese super teacher in Hubei Province, a Chinese teaching researcher in Fujian Province, a founder and representative figure of the Language Sense School, and a typical scholar-type and research-type front-line Chinese teacher. Hongzhentao has been teaching for more than 40 years and devoted himself to the study of the thought of Language Sense Teaching. The analysis and study of Hongzhentao's thought and method of language sense teaching is not only helpful to deepen the understanding of Hongzhentao's thought of language sense teaching, but also helpful to the front-line Chinese teachers to absorb their outstanding ideas. This paper consists of three parts: introduction, text and conclusion. The introduction first expounds the origin of the topic and the significance of the topic. Secondly, according to the collected literature, it focuses on the research status of Hong Zhentao's language sense teaching thought in China. This paper briefly introduces Hong Zhentao's life and his theoretical origin, and combines his related papers, works and textbooks to determine that the focus of this study is Hong Zhentao's thought of language sense teaching and his practice of language sense teaching. The important reform activities of Chinese teaching can be divided into two parts: the reform of Chinese classroom teaching in the 1980s and the reform of Chinese ontology teaching in the 1990s. Hong Zhentao, a member of the front-line teachers, has rich experience in classroom practice. On this basis, he always pays attention to the whole of Chinese teaching. In view of the changing environment, the reform and practice activities have been carried out in different periods and different backgrounds. These reform and practice activities have laid the foundation for the teaching thought of language sense. From the point of view of Hongzhentao's emphasis on the teaching of sense of language and the construction of a new system of sense of language teaching, the author combs his thought of sense of language in detail, clarifies the definition, essence and noumenon of sense of language teaching, and cultivates sense of language and grasps the four combinations from the two aspects of sense of language teaching. In order to cultivate four abilities and construct a new textbook of "three subjects and one pair", this paper sorts out and analyzes the new teaching system of language sense and proves its leading role in teaching thought. The practical classroom application analysis of these teaching methods (1) and the practical analysis of Hongzhentao's classical cases of language sense teaching have made it clear that the practical teaching method of teacher Hongzhentao's language sense has strong maneuverability. The fourth chapter is the relationship between Hong Zhentao and the school of language sense. Through the study of the characteristics of the school of language sense, the author clarifies the characteristics of the teaching of Hongzhentao's language sense - language ontology teaching, and then clarifies Hongzhentao's emphasis on the construction of the school of language sense. Finally, the conclusion makes a summary of the full text, mainly summarizes Hongzhentao's teaching thought theory and teaching practice, and makes clear its ideological method is worth learning from front-line teachers, hoping to help front-line teachers.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.3
本文編號：2218937
[Abstract]:Hongzhentao is a Chinese super teacher in Hubei Province, a Chinese teaching researcher in Fujian Province, a founder and representative figure of the Language Sense School, and a typical scholar-type and research-type front-line Chinese teacher. Hongzhentao has been teaching for more than 40 years and devoted himself to the study of the thought of Language Sense Teaching. The analysis and study of Hongzhentao's thought and method of language sense teaching is not only helpful to deepen the understanding of Hongzhentao's thought of language sense teaching, but also helpful to the front-line Chinese teachers to absorb their outstanding ideas. This paper consists of three parts: introduction, text and conclusion. The introduction first expounds the origin of the topic and the significance of the topic. Secondly, according to the collected literature, it focuses on the research status of Hong Zhentao's language sense teaching thought in China. This paper briefly introduces Hong Zhentao's life and his theoretical origin, and combines his related papers, works and textbooks to determine that the focus of this study is Hong Zhentao's thought of language sense teaching and his practice of language sense teaching. The important reform activities of Chinese teaching can be divided into two parts: the reform of Chinese classroom teaching in the 1980s and the reform of Chinese ontology teaching in the 1990s. Hong Zhentao, a member of the front-line teachers, has rich experience in classroom practice. On this basis, he always pays attention to the whole of Chinese teaching. In view of the changing environment, the reform and practice activities have been carried out in different periods and different backgrounds. These reform and practice activities have laid the foundation for the teaching thought of language sense. From the point of view of Hongzhentao's emphasis on the teaching of sense of language and the construction of a new system of sense of language teaching, the author combs his thought of sense of language in detail, clarifies the definition, essence and noumenon of sense of language teaching, and cultivates sense of language and grasps the four combinations from the two aspects of sense of language teaching. In order to cultivate four abilities and construct a new textbook of "three subjects and one pair", this paper sorts out and analyzes the new teaching system of language sense and proves its leading role in teaching thought. The practical classroom application analysis of these teaching methods (1) and the practical analysis of Hongzhentao's classical cases of language sense teaching have made it clear that the practical teaching method of teacher Hongzhentao's language sense has strong maneuverability. The fourth chapter is the relationship between Hong Zhentao and the school of language sense. Through the study of the characteristics of the school of language sense, the author clarifies the characteristics of the teaching of Hongzhentao's language sense - language ontology teaching, and then clarifies Hongzhentao's emphasis on the construction of the school of language sense. Finally, the conclusion makes a summary of the full text, mainly summarizes Hongzhentao's teaching thought theory and teaching practice, and makes clear its ideological method is worth learning from front-line teachers, hoping to help front-line teachers.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.3
【參考文獻(xiàn)】
相關(guān)期刊論文 前10條
1 司方圓;朱秋德;;關(guān)于洪鎮(zhèn)濤《天上的街市》視頻教學(xué)過程的分析和思考[J];文學(xué)教育(上);2015年10期
2 龍永忠;;在“拈精摘要”中評賞、把玩語言——讀洪鎮(zhèn)濤《打開“學(xué)習(xí)語言”的大門》有感[J];新課程研究(下旬刊);2015年09期
3 宋瓊;;洪鎮(zhèn)濤語文教學(xué)方法論[J];語文學(xué)刊;2014年20期
4 洪鎮(zhèn)濤;;答讀者關(guān)于語文教學(xué)的一些提問[J];文學(xué)教育(下);2014年07期
5 洪鎮(zhèn)濤;;語文教育本體論——語文語感訓(xùn)練漫談之四[J];新課程研究(上旬刊);2013年04期
6 洪鎮(zhèn)濤;;語文教育本體論——語文語感訓(xùn)練漫談之三[J];新課程研究(上旬刊);2013年03期
7 洪鎮(zhèn)濤;;語文教育本體論——語文語感訓(xùn)練漫談之二[J];新課程研究(上旬刊);2013年02期
8 洪鎮(zhèn)濤;;語文教育本體論[J];新課程研究(上旬刊);2013年01期
9 辛如;;洪鎮(zhèn)濤語文教育思想初探[J];北方文學(xué)(下半月);2011年02期
10 洪鎮(zhèn)濤;;我的語文教育觀——語文教育的“道法術(shù)”[J];內(nèi)蒙古教育;2008年11期
相關(guān)碩士學(xué)位論文 前8條
1 高夢桐;洪鎮(zhèn)濤語感教學(xué)思想探究[D];渤海大學(xué);2015年
2 劉芳;中學(xué)語文語感教學(xué)策略研究[D];中央民族大學(xué);2013年
3 安娜娜;中學(xué)古詩文教學(xué)語感培養(yǎng)的探索[D];東北師范大學(xué);2012年
4 樂小美;21世紀(jì)迄今語感及語感教學(xué)研究述評[D];福建師范大學(xué);2012年
5 顧賢芳;初中語文閱讀教學(xué)中語感能力培養(yǎng)的策略研究[D];南京師范大學(xué);2008年
6 汪菊花;語感核心與誦讀教學(xué)[D];江西師范大學(xué);2005年
7 孟祥英;語感教學(xué)的理論建構(gòu)與實(shí)踐探索[D];山東師范大學(xué);2003年
8 徐云知;近20年語感及語感教學(xué)問題研究[D];首都師范大學(xué);2001年
，本文編號：2218937
本文鏈接：http://www.sikaile.net/zhongdengjiaoyulunwen/2218937.html
最近更新
教材專著
