高中语文古代史传文教学研究

发布时间：2018-01-12 18:19

本文关键词：高中语文古代史传文教学研究　出处：《河南大学》2015年硕士论文　论文类型：学位论文

【摘要】：中国古代史传文年代久远,内涵丰富,佳作纷呈。史传文是我国古代散文的重要组成部分,它起源于先秦时期,成熟于汉代,按照时间跨度可分为通史、断代史,按照编写体例可分为编年体、纪传体、纪事本末体。史传文以人物描写为中心,“不虚美,不隐恶”的语言运用,生动简练的文字,饱满的人物形象使之具有独特的文学价值、特殊的教育功能。古代史传文中蕴含着丰富的民族智慧和时代精神,内容饱含了中国古代社会风貌习俗、艺术科技、思想观念等多个方面。史传文的强大艺术感染力,使其成为多个版本的语文教材中不可或缺的内容。近年来,随着新课改的推行,史传文的地位在语文教材中有所提升,史传文在人教版、沪教版语文教材中被设为独立的单元,全国高考语文试卷的命题率占到35%以上。然而,从目前史传文的教学现状中来看,教师依然处于课堂的中心位置,过于看重“言”的地位,看重学生的分数成绩,而忽视了对学生语文综合能力的培养,忽视了史传文作品“文”的重要性。本文分为引言和正文两个部分。引言部分简述研究现状和研究意义。正文分四部分:第一部分以现行的语文教材和近五年的高考试卷文言文阅读篇目为研究对象,对教材中的选文篇目和高考试卷中的文言文阅读篇目进行梳理,从选文来源、选文特点等方面分析选文特点。第二部分是分析当前史传文教学的现状,在教学实践中建立科学有效的教学理念。在新课程改革的推动下,史传文教学呈现出令人欣喜、值得肯定的一面,同时也存在着不容忽视、令人担忧的一方面。面对史传文教学中存在的一些问题,应明确史传文的教学目标,在教学过程中,有目标、有计划地设计课堂教学步骤;摆脱陈旧的教学理念,关注学生本体发展,提高课堂教学质量。第三部分在分析选文特点和教学现状的基础上进一步探讨史传文的教学策略。史传文在高中语文教学中占有重要地位,然而,史传文作品有其自身独特的特点,在教学过程中不能完全借鉴文言文的传统教学方法,同时也不能照搬散文的教学方式,而是应当博采众长,根据具体的教学内容灵活选择适用于史传文的教学方法。本文将读书指导法、细读文本教学法、串讲法、发现法、点拨法和非指导性教学六种教学方法综合运用到史传文课堂教学中,增强课堂活力。读书指导法和细读文本教学法适用于文本预习和初步感知阶段,串讲法、发现法和点拨法适用于对文本的深入分析阶段,非指导性教学则是关注学生的本体发展和个体需求。灵活选用多样的教学手段,提高教学教率,让语文课堂更具活力。总之,史传文应结合自身的特点来教学,教师应该灵活运用多种教学方法调动学生学习的积极性,充分发挥史传文的励志、育人及其他功能。
[Abstract]:As an important part of Chinese ancient prose, it originated in the pre-Qin period, matured in the Han Dynasty, and can be divided into general history according to the time span. According to the style of writing, it can be divided into chronological style, chronological style, chronicle-end style. Historical biography takes the description of characters as the center, "not empty beauty, not hidden evil" language use, vivid and concise text. The full character image makes it have unique literary value and special educational function. The ancient history biography contains abundant national wisdom and the spirit of the times, and the content is full of the ancient Chinese social style and customs, art and science and technology. In recent years, with the implementation of the new curriculum reform, the powerful artistic appeal of historical biography has made it an indispensable content in many versions of Chinese teaching materials. The status of historical biography has been improved in the Chinese teaching materials. In the Chinese teaching materials of the people's education edition and the Shanghai edition of the language teaching materials are set up as an independent unit, the national college entrance examination papers of the proposition rate of more than 35%. However. From the current teaching situation of historical biography, teachers are still in the central position of the classroom, too much attention to the "words" status, emphasis on the scores of students, and ignore the cultivation of students' comprehensive ability of Chinese. This paper is divided into two parts: introduction and text. The introduction describes the research status and significance. The text is divided into four parts:. The first part of the current Chinese teaching materials and nearly five years of the National College entrance examination paper of classical Chinese reading articles as the research object. This paper combs the selected articles in the textbook and the classical Chinese reading articles in the college entrance examination papers, and analyzes the characteristics of the selected articles from the sources and features of the selected texts. The second part is to analyze the current situation of the teaching of historical biography. Under the promotion of the new curriculum reform, the teaching of historical biography and literature presents a delightful and positive aspect, and at the same time, it can not be ignored. On the one hand, facing some problems existing in the teaching of historical biography, we should make clear the teaching goal of historical biography, and design the steps of classroom teaching in a purposeful and planned way in the course of teaching; Get rid of the old teaching idea and pay attention to the development of students' ontology. The third part further discusses the teaching strategy of historical biography on the basis of analyzing the characteristics and teaching status of the selected text. The historical biography plays an important role in the teaching of Chinese in senior high school, however. Historical works have their own unique characteristics, in the teaching process can not completely learn from the traditional teaching methods of classical Chinese, but also can not copy the teaching methods of prose, but should learn from the masses. According to the specific teaching content flexible choice of teaching methods suitable for historical biography. This article will read the guidance method, text teaching method, string method, discovery method. The six teaching methods of point-pointing and non-instructive teaching are applied to the classroom teaching of historical biography to enhance the classroom vitality. The reading guidance method and the detailed text teaching method are suitable for the text preparation and preliminary perception stage. The discovery method and the point dial method are suitable for the in-depth analysis of the text, while the non-guiding teaching pays attention to the students' development of the body and individual needs, and flexibly selects various teaching methods to improve the teaching teaching rate. In short, historical biography should be combined with its own characteristics to teach, teachers should flexibly use a variety of teaching methods to mobilize the enthusiasm of students to learn, and give full play to the inspiration of historical biography. Education and other functions.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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