初高中语文教材文言文教学衔接研究

发布时间：2018-01-08 05:01

本文关键词：初高中语文教材文言文教学衔接研究　出处：《内蒙古师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：语文作为贯穿“十二年寒窗”的基础学科,每个学段既有自己学段特点又有传承性。从理论上来说,中学语文教学应当呈现出一种整体性、连贯性、相关性和层次性。但随着教育改革的推进,初中和高中教育教学相分离,教学日趋独立,于是两个教学阶段“各自为政”的问题日益突出。其中,文言文教学断层表现尤为明显,两个学段从教学目标到教学内容再到教学方法均有着较大的不同。初中阶段虽然已经开始进行比较规范而且全面的文言文教学,强调掌握一些文言词汇,但仍然以记诵为主,很少系统讲解语法知识,学生普遍缺乏文言语法基础。而高中阶段教材在高一文言文选篇上就表现出篇幅较长、文言语法知识含量大的特点,一下造成与初中的巨大跨度,这使得新入高中的学生在文言文学习上问题频频。文言文本是我国五千年文明的瑰宝,是我国丰富的文化传统最凝练和最集中的体现。所以,作为传承母语的语文教学,就更应该承担起让学生理解并掌握文言文知识,热爱并追寻其中蕴涵的博大的中华民族的文化与精髓。因此,探讨学段间文言文教学如何衔接已刻不容缓。但纵观现有的对文言文教学衔接的研究成果,大部分文言文学段衔接教学研究切入面也比较宽泛,考虑到了教学过程中的所有因素,而在衔接教学的根本——教材上着墨不多,这难免有舍本逐末之嫌。只有对初高中教材文言文内容进行细致梳理,并从文言文教学的整体传承性出发进行分析对比,才可能真正找到产生教学衔接不畅问题的根本原因,并深入挖掘出潜在的教学衔接切入点。梳理比较后,我们不难发现,初高中文言文教学在课程标准、选文、文言知识、注释、课后题和中高考考查六方面都存在着衔接断层。其中,课程标准在文言文阅读上存在着语法教学的衔接困难问题,高中课标对文言语法知识方面的要求与初中差距过大,并且无具体可供执行的衔接过渡指导;选文、文言知识、注释及课后题编排的主要问题是,同初中教材有小初衔接的处理相比较,高中教材统齐划一的教材编选体例没有给学生提供文言文学习拔高适应的梯度,缺乏用于过渡或衔接的课文安排;而中高考“指挥棒”导向的差别给初高中文言文教学的断层雪上加霜。当然,需要注意的是,高中语文课程标准毕竟是以初中语文课程标准为基础的拔高和飞跃;文言文课文知识点的大量重复,注释、课后练习编排体例的相似都可以成为初高中教学衔接切入点。这就需要新课标及教材编撰者更加注重初高中教材内容的优化组合;要求初高中教师增强衔接意识,把握学生认知发展规律,充分利用教材,在教学方式、教学评价上互相借鉴、合理过渡,避免教学断层的出现。
[Abstract]:Chinese as a basic subject running through the "12 years window", each learning section has its own characteristics and inheritance. Theoretically speaking, Chinese teaching in middle schools should present a kind of integrity and coherence. However, with the development of education reform, junior middle school and senior high school education are separated from each other, and teaching is becoming more independent, so the problem of "acting on their own" in the two teaching stages is becoming more and more prominent. Classical Chinese teaching fault is particularly obvious, the two learning sections from the teaching objectives to teaching content to teaching methods are quite different. Junior middle school stage although has begun to conduct more standardized and comprehensive classical Chinese teaching. Emphasis on mastering some classical Chinese vocabulary, but still mainly to memorize, few systematic explanation of grammar knowledge, students generally lack of classical Chinese grammar foundation. The characteristics of the large knowledge of classical Chinese grammar, resulting in a huge span with the junior high school, which makes the new high school students in the study of classical Chinese frequently. Classical Chinese is the treasure of 5000 years of civilization in China. Is the rich cultural tradition of our country the most concise and the most concentrated embodiment. Therefore, as the mother tongue of Chinese teaching, it is even more important to let students understand and master the knowledge of classical Chinese. Love and pursue the culture and essence of the Chinese nation. Therefore, it is urgent to explore how to link up the classical Chinese teaching between learning paragraphs. Most of the classical Chinese literature section of cohesion teaching research is also relatively broad, taking into account all the factors in the teaching process, but in the basic of cohesion teaching-textbooks are not much. It is hard to avoid this suspicion. Only the middle and high school textbooks of classical Chinese content detailed combing, and from the teaching of classical Chinese as a whole to carry out the inheritance of analysis and comparison. It is possible to find out the root cause of the problem and dig out the potential breakthrough point of teaching cohesion. After combing and comparing, we can find that the teaching of classical Chinese in early and senior high school is in the curriculum standard, selection of text. There are cohesion faults in the knowledge of classical Chinese, notes, questions after class and the examination of college entrance examination. Among them, there are difficulties in grammar teaching in the reading of classical Chinese in curriculum standards. The high school curriculum standard needs the classical Chinese grammar knowledge aspect to be too big disparity with the junior middle school, and has no concrete to carry out the link transition instruction; The main problem with the selection of articles, classical Chinese knowledge, notes and postclass problem is that they are compared with the junior middle school textbooks. The uniform compilation style of senior high school textbooks does not provide students with the gradient of classical Chinese learning to adapt to, and lacks of text arrangement for transition or cohesion; And the difference of the "baton" guidance in the middle school entrance examination adds to the fault in the teaching of classical Chinese in middle and high schools. Of course, we should pay attention to it. After all, the Chinese curriculum standard of senior high school is based on the Chinese curriculum standard of junior high school. Classical Chinese text knowledge points of a large number of repetitions, notes. The similarity of the style of practice arrangement after class can become the starting point of middle and high school teaching convergence, which requires the new curriculum standard and textbook editors to pay more attention to the optimized combination of the content of junior high school teaching materials; Teachers in middle and high schools should strengthen their awareness of cohesion, grasp the law of students' cognitive development, make full use of teaching materials, learn from each other in teaching methods and teaching evaluation, and make a reasonable transition to avoid teaching faults.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

【参考文献】