【摘要】：中學(xué)語文閱讀教學(xué)的理念,從教師機(jī)械講學(xué)生被動(dòng)聽,革新到如今的教師與學(xué)生互為主體共同學(xué)習(xí),這一變化讓閱讀教學(xué)愈發(fā)散發(fā)活力。尤其是2001年語文課程標(biāo)準(zhǔn)改革(以下簡(jiǎn)稱新課改)后,多元解讀更是以其不可掩蓋之優(yōu)勢(shì)漸入大眾視野,隨之出現(xiàn)了眾多關(guān)于中學(xué)語文多元解讀的研究。本文立足于中學(xué)語文多元解讀的研究資料,在縱向上分析新課改后出現(xiàn)的對(duì)中學(xué)語文多元解讀的研究,并在橫向上探討現(xiàn)在的多元解讀所發(fā)生的變化,以期提出具有可行性的多元解讀閱讀教學(xué)策略。本文的寫作思路如下:首先,論文從中學(xué)語文多元解讀概述出發(fā),對(duì)多元解讀的定義、多元解讀的必要性、可行性進(jìn)行闡述,這是研究多元解讀的基礎(chǔ)和前提,是必不可少的一部分。其次,寫到多元解讀的理論分析。該部分從西方文論、國(guó)內(nèi)理論兩個(gè)角度進(jìn)行理論支撐的論述,為多元解讀的實(shí)施提供更加全面的理論支撐。隨后,是對(duì)《義務(wù)教育語文課程標(biāo)準(zhǔn)》(2011版)和《普通高中語文課程標(biāo)準(zhǔn)》(2003版)中涉及的多元解讀理念進(jìn)行深入闡釋。把其單獨(dú)論述,目的是凸顯兩者在多元解讀中的重要性,進(jìn)一步表明多元解讀是符合新課改革的正確理念和方法。理論與實(shí)踐的唇齒相依性影響著論文的寫作走向。對(duì)中學(xué)語文多元解讀現(xiàn)狀的研究與分析,就是與上述理論對(duì)應(yīng)的實(shí)踐層面的研究。多元解讀現(xiàn)狀的研究從三個(gè)角度展開:一是對(duì)學(xué)術(shù)論文中的中學(xué)語文多元解讀進(jìn)行研究與分析,二是對(duì)現(xiàn)階段的中學(xué)語文多元解讀現(xiàn)狀進(jìn)行調(diào)查研究和實(shí)時(shí)分析。此兩個(gè)角度是從縱向和橫向上分別把握中學(xué)語文多元解讀的現(xiàn)狀。三是對(duì)前兩個(gè)角度進(jìn)行對(duì)比,目的是全方位把握中學(xué)語文多元解讀的成效和問題。明確問題后,論文的策略研究部分從學(xué)生的預(yù)習(xí)意識(shí)、師生解讀能力、主題的把握、價(jià)值的延伸幾方面層層遞進(jìn)地提出有針對(duì)性的策略,以期進(jìn)一步完善中學(xué)語文多元解讀。中學(xué)語文多元解讀的研究是重點(diǎn),也是難點(diǎn),需要不停地探究,本文也只是一個(gè)淺層次的摸索探析,希望借此能為一線教師提供一些幫助。
[Abstract]:The idea of Chinese reading teaching in middle school, from teachers' mechanical talk to students' being heard and innovating, to teachers and students learning together, this change makes reading teaching more exuberant and vigorous. Especially after the reform of Chinese curriculum standards in 2001 (hereinafter referred to as the new curriculum reform), the pluralistic interpretation has gradually entered the public view with its investeable advantages, and many studies on the multi-interpretation of Chinese in middle schools have appeared. This paper, based on the research materials of Chinese multiple interpretation in middle school, analyzes the research on the multiple interpretation of Chinese in middle school after the new curriculum reform, and discusses the changes of the present multiple interpretation horizontally. In order to put forward the feasibility of multiple reading teaching strategies. The writing ideas of this paper are as follows: first, the paper starts from the summary of multi-interpretation of Chinese in middle school, expounds the definition, necessity and feasibility of pluralistic interpretation, which is the basis and premise of the study of multi-interpretation. Is an essential part. Secondly, the theoretical analysis of multi-interpretation is written. This part discusses the theoretical support from two angles of western literary theory and domestic theory, and provides more comprehensive theoretical support for the implementation of pluralistic interpretation. Then, it explains the multiple interpretation ideas involved in the Chinese Curriculum Standard of compulsory Education (2011 Edition) and the Chinese Curriculum Standard of General Senior High School (2003 Edition). The purpose of discussing them separately is to highlight the importance of both in the pluralistic interpretation, and to further show that the pluralistic interpretation is in line with the correct idea and method of the new curriculum reform. The dependence of theory and practice affects the writing trend of the thesis. The research and analysis of the multi-interpretation of Chinese in middle school is the practical level corresponding to the above theory. The present situation of multiple interpretation is studied from three angles: one is to study and analyze the multi-interpretation of Chinese in middle school, the other is to investigate and analyze the present situation of multi-interpretation of Chinese in middle school. This two angles are from the vertical and horizontal respectively grasp the status quo of the multiple interpretation of Chinese in middle schools. Third, the first two angles are compared, the purpose is to grasp the effectiveness and problems of multiple interpretation of middle school Chinese. After making clear the problem, the strategy research part of the thesis puts forward some targeted strategies from the aspects of students' preview consciousness, teachers' and students' reading ability, the grasp of the theme and the extension of value, in order to further improve the multivariate interpretation of Chinese in middle school. The study of multivariate interpretation of Chinese in middle school is the focus and difficulty, which needs to be constantly explored. This paper is only a shallow exploration, hoping to provide some help for the first-line teachers.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3

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本文編號(hào)：2374073