初中阶段非连续性文本阅读教学研究

发布时间：2017-12-28 18:44

本文关键词：初中阶段非连续性文本阅读教学研究　出处：《湖南科技大学》2015年硕士论文　论文类型：学位论文

【摘要】：相对于传统的文章、文学作品等连续性文本,非连续性文本是为了说明某个主题而运用的间断性层次结构语言组合体,原来主要是作为西方特别是英美国家母语教学的内容。随着上海市引进与推广的PISA(学生能力国际评估计划)项目影响逐渐扩大,我国义务教育阶段语文教育对非连续性文本成为关注由自发转向于自觉,要求“能阅读简单的非连续性文本,能从图文等组合材料中找出有价值的信息”(第三学段),“阅读由多种材料组合,较为复杂的非连续性文本,能领会文本的意思,得出有意义的结论”(第四学段)。提高学生非连续性文本阅读能力,不仅能帮助开拓阅读视野,而且还能为未来工作和生活做好相应准备。由于教学时间短、传统教学惯性及考试评价导向等因素影响,非连续性文本的阅读还没有引起足够的重视,既缺乏有效的理论分析,也缺少足够的教学经验总结。在概括国内外相关研究的基础上,以非连续性文本内涵、特点、价值等理念明晰为立论前提,通过问卷调查、测试等研究手段,概括总结初中阶段非连续性文本阅读教学的现状并提出相应解决策略,对提高非连续性文本教学实效具有较强的现实价值。研究认为,与连续性文本、多重文本、混合文本相比,非连续性文本具有直观性、非线性、生活性和多样性等明显特征,具有满足社会生活需要的实用价值、具有促进语文教育发展的学科价值和培养语文能力的训练价值。对教师的调查结果表明,多数初中语文教师都已经意识到该类文本教学很重要,但实际操作过程中仍以讲解具有完整层次结构的连续性文本(课文)为主。对学生的能力测试结果表明,提取并概括关键信息的能力、观察并提取图表信息的能力、图文信息的转换能力、观察并提取线路信息的能力都存在较大的问题。针对以上情况,非连续性文本教学首先应当提高教师的素养,在尊重学生现实生活的前提下,深度挖掘教材、生活中的非连续性文本,合理运用支架搭建、加强学科渗透、重视评估系统等教学策略,切实提高学生非连续性文本阅读能力,为语文紧密联系生活、服务生活奠定坚实基础。
[Abstract]:Compared with traditional texts, literary works and other continuous texts, discontinuous texts are used to illustrate the theme of a topic, and the discontinuous hierarchical language combination is originally used as the content of mother tongue teaching in the west, especially in Britain and America. With the introduction and promotion of Shanghai city PISA (program for International Student Assessment) project impacts on the expansion of Chinese education in compulsory education in China has become the focus from spontaneous to conscious of the non continuity of the text, "can read simple discontinuous text can find valuable information from the combination of materials in figure" (KS3), "read by the combination of a variety of materials, complicated discontinuous text, can understand the meaning of a text, draw meaningful conclusions" (the fourth stage). Improving students' discontinuous text reading ability can not only help to open up a reading field, but also prepare for the future work and life. Due to the short time of teaching, the inertia of traditional teaching and the orientation of examination evaluation, the reading of discontinuous texts has not yet attracted enough attention, which lacks effective theoretical analysis and lack of enough teaching experience. Based on a summary of relevant research at home and abroad, with non continuous text connotation, feature and value concept is clear premise, through the questionnaire survey, testing and other research methods, summed up the junior high school stage of non continuous text reading teaching and proposes the corresponding solution strategies for improving the effectiveness of non continuous text teaching strong practical value. Research shows that compared with continuous text, multiple text, mixed text, non continuous texts have obvious features intuitive, nonlinear, and the diversity of life, meet the needs of social life has practical value, can promote the development of Chinese education, value and language ability training value. The survey of teachers shows that most of the junior middle school Chinese teachers have realized that this kind of text teaching is very important, but in the actual operation process, it still focuses on the continuous text with a complete hierarchical structure (Ke Wen). The test results of students' abilities show that there is a big problem in extracting and summarizing key information, observing and extracting graph information, transforming ability of picture and text information, observing and extracting line information. In view of the above situation, non continuous text teaching should first improve the quality of teachers, in the premise of respecting students in real life, the depth of excavation of non continuous text materials, in life, the rational use of support structures, strengthen discipline, pay attention to evaluation system of teaching strategies, and improve the students' non continuous text reading ability. Lay a solid foundation for Chinese living in close contact, service life.
【学位授予单位】：湖南科技大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.33

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