中学语文文本解读存在的问题及其对策研究

发布时间：2018-01-04 00:03

本文关键词：中学语文文本解读存在的问题及其对策研究　出处：《吉林师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：中学语文教师对文本的解读方式,决定着中学语文文本的教学质量,进而影响着整个中学语文教育的优劣。可是,当前教师的文本解读显得极不平衡:或片面化,或极端化。具体表现为:或是简化、游离、过度阐释文本,或是忽略作者透过文本所表达的情感,亦或是漠视读者个体差异与阅读体验。本文就这些教师在对文本进行第一解读和实际教学中所出现的问题,在分析出其原因的基础上,提出了一些对策。本论文分为三大部分:第一部分是对当前中学语文文本教学现状的调查与分析。文本教学的现状总结是基于笔者实习期间,对长春市某中学的课堂文本教学的观摩;而对教师课前文本解读的了解,笔者则采取了问卷调查的方式。由于问卷采取匿名形式及其用途的封闭性,受访教师做出了最真实的问题答复。而且,此中学是长春市处于教学前沿的教学单位,所以,笔者在这一部分所归纳出的文本解读存在的问题真实且具有普遍性。第二部分是就教师文本解读存在问题,所作的原因分析。主要从三个方面概括:一、教师缺乏文本解读的意识,即缺乏语文文本教学的责任意识;二、教师不良的文本解读习惯,这是教师长期以来所养成的教学恶习;三、教师缺乏文本解读的理论和方法,这是最急需解决的问题。第三部分是笔者针对当前中学语文教师文本解读存在的问题所做出的应对策略。具体从三个方面来实践:一是由浅入深的全面化解读,由文本的语义层入手,注重文本语言的陈述性,包括人物形象的语言意图和作者本身的语言意图,进而得到文本中所突出的形象——将语言所描述出的形象加以构形,从而获得文本思想层面的深层含义。二是由外到内的“还真”解读,即还原文本真正的内涵,这是一种突破式解读,它由外部解读——从文本时代背景、文本社会背景、作家生平概况、作家既定人格等方面解释文本内容,进入内部解读——综合考虑文本、作家及读者,挖掘文本的空白、重复和矛盾等文本解读切入点,从而还原文本的“真内在”。三是适度吸纳文学文本的解读方法,使教材文本的解读具有“文学味”。在众多的文学文本解读策略中,借鉴两类:其一,突出文本的“形式”,从文本的各类“形式”——意象、象征、原型等中获得作者的情感表达;其二,考虑文本中的文化影响,在文本的解读中,重视文本背后的文化渗透,这样才能让文本的解读充满“文学味”。
[Abstract]:The way the middle school Chinese teachers interpret the text determines the teaching quality of the middle school Chinese text, and then affects the quality of the whole middle school Chinese education. At present, the text interpretation of teachers is very unbalanced: one-sided or extreme. The concrete performance is: either simplify, dissociate, over-interpret the text, or ignore the feelings expressed by the author through the text. Or ignore the readers' individual differences and reading experience. This paper analyzes the reasons for the problems of these teachers in the first interpretation of the text and the actual teaching. This paper is divided into three parts: the first part is the investigation and analysis of the current situation of Chinese text teaching in middle schools. The summary of the current situation of text teaching is based on the practice period of the author. The observation of the classroom text teaching in a middle school in Changchun; On the understanding of the interpretation of teachers' pre-class text, the author adopts the method of questionnaire. Because the questionnaire is anonymous and its use is closed, the teacher interviewed made the truest answer to the question. This middle school is a teaching unit in the forefront of teaching in Changchun City. Therefore, the author concludes in this part that the problems in text interpretation are real and universal. The second part is about teachers' text interpretation. The main reasons are summarized from three aspects: first, teachers lack the sense of text interpretation, that is, the lack of sense of responsibility in teaching Chinese text; Second, teachers' bad reading habit of text, which is the teaching bad habit that the teacher has nurtured for a long time; Third, teachers lack the theory and method of text interpretation. This is the most urgent problem to be solved. The third part is the author of the current middle school Chinese teacher text interpretation of the existing problems made strategies. Specifically from three aspects of practice: first, from the shallow to the depth of the comprehensive solution to the reading. Starting with the semantic layer of the text, it pays attention to the declarative nature of the text language, including the linguistic intention of the character image and the language intention of the author himself. And then get the prominent image in the text-the image described by the language to shape, so as to obtain the text of the deep meaning of the ideological level, the second is from the outside to the inside of "true" interpretation. That is, to restore the true connotation of the text, this is a breakthrough interpretation, it from the external interpretation of the text era background, text social background, the writer's life profile, the author's established personality and other aspects of the text. Into the internal interpretation-comprehensive consideration of text, writers and readers, mining the text blank, repetition and contradiction, such as text interpretation entry point. The third is to absorb the reading method of the literary text appropriately, so that the reading of the textbook text has the "literary flavor". In many reading strategies of the literary text, two kinds of strategies are used for reference: first. Highlight the "form" of the text, from the text of various "forms"-images, symbols, archetypes and so on to obtain the emotional expression of the author; Second, considering the cultural influence in the text, paying attention to the cultural infiltration behind the text in the interpretation of the text, so as to make the interpretation of the text full of "literary flavor".
【学位授予单位】：吉林师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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