新課標(biāo)下高中語文古詩教法探究
發(fā)布時間：2019-03-06 13:42
【摘要】：古詩是中國古典文學(xué)里一顆璀璨的明珠,以其無比豐富的精神內(nèi)涵給人帶來美的享受。高中階段收錄的古詩都是名家的經(jīng)典之作,是語文教學(xué)的重點(diǎn)和難點(diǎn),在教學(xué)過程中,教師一定要講究方法策略,使經(jīng)典文化得以很好地傳承。本論文以《高中語文課程標(biāo)準(zhǔn)(實(shí)驗(yàn))》為依據(jù),以人教版高中語文現(xiàn)行教科書古詩部分為主要材料,結(jié)合當(dāng)前教育教學(xué)的先進(jìn)理論知識,對高中語文古詩教法進(jìn)行了深入地探究。本論文內(nèi)容如下:第一章,引言部分,論述了選題緣由、研究現(xiàn)狀、研究意義、研究思路、研究方法等,突出了高中語文古詩教法的重要性;第二章,重點(diǎn)分析了高中語文教材古詩部分,明確了新課標(biāo)下對古詩教學(xué)的要求,為進(jìn)一步研究奠定了基礎(chǔ);第三章,分析當(dāng)前高中語文古詩教學(xué)存在的問題及問題背后的原因;第四章,新課標(biāo)下實(shí)施高中語文古詩教學(xué)的方法,針對實(shí)情,共提出了五種方法,是全文研究的重心。本論文的研究成果突出表現(xiàn)在:結(jié)合新課標(biāo)對古詩教學(xué)的要求,針對當(dāng)前高中語文古詩教學(xué)“重死記硬背,輕誦讀品味”、“重理性分析,輕文本體驗(yàn)”、“重一元標(biāo)準(zhǔn),輕多元求異”、“重知識傳授,輕學(xué)生本體”的現(xiàn)狀,提出了解決這些問題的教學(xué)方法,諸如反復(fù)誦讀法、對話探究法、體驗(yàn)感悟法、比較鑒賞法、拓展延伸法等。其中,反復(fù)誦讀法主要通過“字正腔圓中初悟古詩之內(nèi)容”、“抑揚(yáng)頓挫中漸悟古詩之韻味”、“聲情并茂中頓悟古詩之情味”三種途徑來實(shí)現(xiàn);對話探究法主要通過“師生與文本的對話”、“師生、生生的對話”兩種途徑來實(shí)現(xiàn);體驗(yàn)感悟法主要通過“音樂體驗(yàn)感悟”、“繪畫體驗(yàn)感悟”、“自然體驗(yàn)感悟”、“角色體驗(yàn)感悟”四種途徑來實(shí)現(xiàn);比較鑒賞法主要通過“同一題材不同寫作目的的古詩比較鑒賞”、“同一主題不同寫法的古詩比較鑒賞”、“同一詩人不同感情的古詩比較鑒賞”三種途徑來實(shí)現(xiàn);拓展延伸法主要通過“開展古詩競賽活動”、“成立古詩研究性學(xué)習(xí)小組”、“指導(dǎo)學(xué)生詩意化寫作”三種途徑來實(shí)現(xiàn)。綜上所述,本論文按照提出問題、分析問題、解決問題的邏輯順序進(jìn)行行文安排,運(yùn)用文獻(xiàn)研究法、問卷訪談法、觀察分析法、實(shí)踐體驗(yàn)法等研究方法,試圖為新課標(biāo)下的高中語文古詩教法研究盡微薄之力。
[Abstract]:Ancient poetry is a bright pearl in Chinese classical literature, with its extremely rich spiritual connotation to bring beauty to the enjoyment. The ancient poems collected in high school are classic works of famous scholars, which are the focus and difficulty of Chinese teaching. In the process of teaching, teachers must pay attention to the methods and strategies, so that the classical culture can be passed on very well. This thesis is based on the Curriculum Standard (experiment) of Chinese in Senior High School, the main material is the part of ancient poetry in the current textbooks of Chinese in senior high school, and combined with the advanced theoretical knowledge of current education and teaching. Has carried on the thorough research to the high school Chinese ancient poetry teaching method. The contents of this paper are as follows: the first chapter, the introduction, discusses the reasons for the topic, the current situation of research, the significance of research, research ideas, research methods and so on, highlighting the importance of the teaching method of ancient Chinese poetry in senior high school; The second chapter focuses on the analysis of the ancient poetry in high school Chinese teaching materials, and clarifies the requirements for the teaching of ancient poetry under the new curriculum standards, which lays a foundation for further research. The third chapter analyzes the problems existing in the teaching of Chinese ancient poetry in senior high school and the reasons behind the problems. In the fourth chapter, the author puts forward five methods to carry out the teaching of ancient Chinese poetry in senior high school under the new curriculum standard, which is the focus of the full text research. The research achievements of this thesis are as follows: combined with the requirements of the new curriculum standard for the teaching of ancient poetry, in view of the current teaching of Chinese ancient poetry in senior high schools, "stress on memorization and light reading taste", "emphasis on rational analysis, less on text experience", "emphasis on one-element standard," In this paper, the author puts forward some teaching methods to solve these problems, such as repeated reading, dialogue and inquiry, experience and appreciation, comparison appreciation, extension and so on, according to the present situation of "light multi-element seeking difference", "emphasizing knowledge imparting, neglecting student ontology" and so on. Among them, the repeated reading method is mainly realized through three ways: "the content of the ancient poetry in the right cavity", "the charm of the ancient poem in the course of depression and frustration", and "the feeling of the ancient poem in the sound and emotion". The method of dialogue inquiry is realized through two ways: the dialogue between teachers and students and the text, the dialogue between teachers and students, and the dialogue between students and students. The method of experience is mainly realized through four ways: "music experience", "painting experience", "nature experience feeling", "role experience feeling", and "role experience feeling", which can be realized through four ways: "music experience", "painting experience", "natural experience". The method of comparative appreciation is mainly realized through three ways: "the comparative appreciation of ancient poems with different writing purposes of the same subject", "the comparative appreciation of ancient poems with the same theme and different writing methods", and "the comparative appreciation of ancient poems with different feelings of the same poet". The extension method is mainly realized through three ways: "developing ancient poetry competition", "setting up research study group of ancient poetry" and "guiding students to write poetically". In conclusion, according to the logical order of putting forward questions, analyzing problems and solving problems, this paper uses the methods of literature research, questionnaire interview, observation analysis, practical experience and so on. This paper attempts to study the teaching method of ancient Chinese poetry in high school under the new curriculum standard.
【學(xué)位授予單位】：信陽師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.3
本文編號：2435569
[Abstract]:Ancient poetry is a bright pearl in Chinese classical literature, with its extremely rich spiritual connotation to bring beauty to the enjoyment. The ancient poems collected in high school are classic works of famous scholars, which are the focus and difficulty of Chinese teaching. In the process of teaching, teachers must pay attention to the methods and strategies, so that the classical culture can be passed on very well. This thesis is based on the Curriculum Standard (experiment) of Chinese in Senior High School, the main material is the part of ancient poetry in the current textbooks of Chinese in senior high school, and combined with the advanced theoretical knowledge of current education and teaching. Has carried on the thorough research to the high school Chinese ancient poetry teaching method. The contents of this paper are as follows: the first chapter, the introduction, discusses the reasons for the topic, the current situation of research, the significance of research, research ideas, research methods and so on, highlighting the importance of the teaching method of ancient Chinese poetry in senior high school; The second chapter focuses on the analysis of the ancient poetry in high school Chinese teaching materials, and clarifies the requirements for the teaching of ancient poetry under the new curriculum standards, which lays a foundation for further research. The third chapter analyzes the problems existing in the teaching of Chinese ancient poetry in senior high school and the reasons behind the problems. In the fourth chapter, the author puts forward five methods to carry out the teaching of ancient Chinese poetry in senior high school under the new curriculum standard, which is the focus of the full text research. The research achievements of this thesis are as follows: combined with the requirements of the new curriculum standard for the teaching of ancient poetry, in view of the current teaching of Chinese ancient poetry in senior high schools, "stress on memorization and light reading taste", "emphasis on rational analysis, less on text experience", "emphasis on one-element standard," In this paper, the author puts forward some teaching methods to solve these problems, such as repeated reading, dialogue and inquiry, experience and appreciation, comparison appreciation, extension and so on, according to the present situation of "light multi-element seeking difference", "emphasizing knowledge imparting, neglecting student ontology" and so on. Among them, the repeated reading method is mainly realized through three ways: "the content of the ancient poetry in the right cavity", "the charm of the ancient poem in the course of depression and frustration", and "the feeling of the ancient poem in the sound and emotion". The method of dialogue inquiry is realized through two ways: the dialogue between teachers and students and the text, the dialogue between teachers and students, and the dialogue between students and students. The method of experience is mainly realized through four ways: "music experience", "painting experience", "nature experience feeling", "role experience feeling", and "role experience feeling", which can be realized through four ways: "music experience", "painting experience", "natural experience". The method of comparative appreciation is mainly realized through three ways: "the comparative appreciation of ancient poems with different writing purposes of the same subject", "the comparative appreciation of ancient poems with the same theme and different writing methods", and "the comparative appreciation of ancient poems with different feelings of the same poet". The extension method is mainly realized through three ways: "developing ancient poetry competition", "setting up research study group of ancient poetry" and "guiding students to write poetically". In conclusion, according to the logical order of putting forward questions, analyzing problems and solving problems, this paper uses the methods of literature research, questionnaire interview, observation analysis, practical experience and so on. This paper attempts to study the teaching method of ancient Chinese poetry in high school under the new curriculum standard.
【學(xué)位授予單位】：信陽師范學(xué)院
【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9條
1 陳金霞;;高中詩歌教學(xué)優(yōu)化舉隅[J];語文天地;2015年34期
2 沈在陽;;詩歌教學(xué):立象以盡意[J];福建基礎(chǔ)教育研究;2015年01期
3 向文乾;;設(shè)計精妙導(dǎo)語,打造高中語文高效課堂[J];考試周刊;2014年17期
4 吳春艷;;新課改下高中語文詩歌鑒賞教學(xué)有效性分析[J];高中生學(xué)習(xí)(師者);2013年12期
5 李鳳瑩;;高中語文詩歌鑒賞教學(xué)的有效性分析[J];新課程學(xué)習(xí)(中);2013年11期
6 陸振球;;把握意象,體味情感——高中古典詩歌鑒賞之意象教學(xué)[J];中學(xué)語文;2013年15期
7 王桂梅;;高中詩歌教學(xué)之從意象入手讀古詩詞[J];現(xiàn)代閱讀(教育版);2013年03期
8 寧盛衛(wèi);;學(xué)生的接受心理對語文課堂教學(xué)的影響[J];語文建設(shè);2012年10期
9 孫玉枝;;如何進(jìn)行中學(xué)古典詩詞教學(xué)[J];吉林省教育學(xué)院學(xué)報(學(xué)科版);2008年06期
相關(guān)碩士學(xué)位論文 前5條
1 夏蓉華;蘇教版高中古典詩詞教學(xué)研究[D];杭州師范大學(xué);2016年
2 劉聰;高中古詩詞教學(xué)問題與對策研究[D];沈陽師范大學(xué);2016年
3 劉鳳嬌;高中古典詩詞教學(xué)現(xiàn)狀調(diào)查研究[D];中央民族大學(xué);2015年
4 關(guān)方方;高中語文教師古典詩詞文本解讀研究[D];山西師范大學(xué);2015年
5 趙多;新課程背景下的詩歌教學(xué)研究[D];四川師范大學(xué);2014年
，本文編號：2435569
本文鏈接：http://www.sikaile.net/zhongdengjiaoyulunwen/2435569.html
最近更新
教材專著
