高中文言文教学工具性与人文性融合的实践策略探究

发布时间：2018-03-03 21:23

本文选题：文言文　切入点：工具性　出处：《陕西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：文言文教学在高中语文教学中占据着相当重要的地位。语文课程的基本特点是工具性与人文性的统一,文言文承载着中国优秀的传统文化的精髓,重视文言文的教学,培养学生阅读浅显文言文的基本能力,让学生通过文言文的学习了解中国古代社会文化知识,领略文言作品的思想精神和人文内涵,从而继承我国优秀的传统文化。然而,在高中文言文教学中,却一度出现了重言轻文和重文轻言的极端局面,不能将语文教学的工具性与人文性特点有效融合起来,文言文教学陷入进退两难的尴尬局面,不利于新课标中对文言文教学的要求的贯彻和文言文教学的目标的实现。语文教学是工具性与人文性的统一,因此,在高中文言文教学中,应该将语文教学工具性与人文性统一的特点有效结合起来。本文以高中文言文教学工具性与人文性融合的实践策略为研究对象,在审视文言文教学的历史与现状的基础上,分析其中存在的主要问题及原因,并以《普通高中语文课程标准》为依据,试图探究在文言文教学中将工具性与人文性有效融合的实践策略。在文言文教学中,教师要根据新课标中所提倡的新理念及时更新自己的教育理念和教学观念；在教学内容的选择和教学环节的设置安排上具有灵活性和针对性,要做到因材施教；采取多样化的教学模式开展文言文教学活动,组织、鼓励和引导学生进行自主、合作、探究性学习；通过诵读感知法、品读鉴赏法、情境审美体验法、比较归纳法等多种形式开展教学,巧妙地激发学生对文言文学习的兴趣和积极性,发挥学生的自主能动性,师生之间建立民主平等的对话交流关系；在教学评价方面,不能再仅仅使用成绩考核的单一方式来进行评价,评价中不仅要有定量评价,更要注重定性评价,尽可能让教师、学生和家长都参与到评价中来,评价主体要多元化,要逐渐改进和完善文言文教学的考试方式,注重学生在文言文学习过程中的表现和学习状态,评价的方式也是多元化的；当然,作为教学活动的主导者,教师不仅要及时更新自己的教学理念,学习最新的理论知识,不断充实和丰厚自己的知识底蕴,结合理论基础,在教学实践中积累经验,不断摸索、前进,全面提升自身素养。通过理论和实践有效结合的策略,提高文言文教学的实效性,将语文课程工具性与人文性统一的特点在文言文教学中有效地融合起来。
[Abstract]:Classical Chinese teaching plays an important role in Chinese teaching in senior high school. The basic characteristics of Chinese curriculum are the unity of instrumentality and humanism. Classical Chinese bears the quintessence of Chinese excellent traditional culture and attaches importance to the teaching of classical Chinese. Cultivate students' basic ability to read plain classical Chinese, let students understand the ancient Chinese social and cultural knowledge through the study of classical Chinese, understand the ideological spirit and humanistic connotation of classical Chinese works, and inherit the excellent traditional culture of our country. In the teaching of classical Chinese in senior high school, however, there has been an extreme situation of heavy speech and light speech, which can not effectively combine the instrumental nature of Chinese teaching with the characteristics of humanism, and the classical Chinese teaching falls into an awkward situation of dilemma. It is not conducive to the implementation of the requirements of classical Chinese teaching in the new curriculum standard and the realization of the goal of classical Chinese teaching. Chinese teaching is the unity of instrumentality and humanism, therefore, in the teaching of classical Chinese in senior high school, It is necessary to combine the characteristics of Chinese teaching instrumentality with humanism effectively. This paper takes the practical strategy of the integration of instrumentality and humanism in the teaching of classical Chinese in senior high school as the research object, on the basis of examining the history and present situation of classical Chinese teaching. This paper analyzes the main problems and causes, and attempts to explore the practical strategy of integrating instrumentality and humanism in classical Chinese teaching based on the Standard of Chinese Curriculum in General Senior Middle School. In the teaching of classical Chinese, the author tries to explore the practical strategy of combining instrumentality and humanism effectively in the teaching of classical Chinese. Teachers should update their educational concepts and teaching concepts in time according to the new ideas advocated in the new curriculum standard, have flexibility and pertinence in the selection of teaching contents and the arrangement of teaching links, and teach according to their aptitude. Adopting a variety of teaching modes to carry out classical Chinese teaching activities, organizing, encouraging and guiding students to carry out autonomous, cooperative and exploratory learning; through reading perception, reading appreciation, situational aesthetic experience, Comparing induction and other forms of teaching, skillfully arousing students' interest and enthusiasm in classical Chinese learning, giving full play to students' autonomy and initiative, establishing a democratic and equal dialogue and exchange relationship between teachers and students, and establishing a democratic and equal dialogue and exchange relationship between teachers and students. We should not only use a single way to evaluate the results, but also pay more attention to the qualitative evaluation. Teachers, students and parents should be involved in the evaluation as far as possible, and the main body of the evaluation should be diversified. It is necessary to gradually improve and perfect the examination method of classical Chinese teaching, pay attention to the students' performance and learning state in the learning process of classical Chinese, and evaluate it in a variety of ways; of course, as the leader of teaching activities, Teachers should not only update their teaching ideas in time, learn the latest theoretical knowledge, enrich and enrich their own knowledge, combine with the theoretical basis, accumulate experience in teaching practice, and continue to explore and advance. Through the effective combination of theory and practice, we can improve the effectiveness of classical Chinese teaching, and integrate the characteristics of Chinese curriculum tool and humanism into classical Chinese teaching effectively.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

【共引文献】