让语文阅读对话教学去“伪”存“真”

发布时间：2018-04-29 06:41

本文选题：对话 + 对话教学　；参考：《辽宁师范大学》2015年硕士论文

【摘要】：21世纪,语文教学改革方兴未艾。其中比较受重视的就是阅读教学方式方法的变革。自语文《新课程标准》出台以后,对话教学模式正式进入到语文阅读教学的课堂中,因而备受关注。纵观以往的阅读教学理论和实践的探究经验,越来越多的专家、学者和一线语文教师热衷于探寻将对话理论应用在语文课堂中的亮点。目前,语文教学中越来越多的老师将“提问”变成“对话”,老师渐渐走进学生,学生渐渐走上讲台,形成对话模式。但是,由于这种教学模式仍然处于探究阶段,尚且缺乏完备的和系统的理论,导致很多教师在实际教学中对于“对话教学”的内涵一知半解,因而出现很多偏差并没有实现真正意义上的平等、自由、深刻的对话,仍然没有打破教师在语文课堂上对文本的权威性局面,即“伪对话”现象。因此,本文在提出语文对话教学中“伪对话”现象的基础上,力求探寻兼有对话特质和语文学科特色的“真对话”,并且提出了一些让语文对话教学去“伪”存“真”的教学建议和策略。本论文由以下四部分组成:一、对话理论与语文对话教学。首先,描述对话教学在课改中的方向和趋势,其次阐述对话教学走进语文课堂的必然性。二、“伪对话”在阅读教学中的体现。首先,明确对话在语文教学中的内涵和意义。其次,列举实际语文教学中“伪对话”的现象:蜻蜓点水式对话、形式单一性对话等等。三、阅读中“伪对话”教学探原。分别从对话内涵以及语文学科教学的特色来分析原因。四、实现“真对话”途径。这是本文的重点所在。首先,根据实际教学情况探究“真对话”的含义,其次,从不同的方向研究“真对话”的教学方法。分别从“课前对话的预设、课堂对话的氛围、课上对话的生成、课后对话的反思。”几个方面探究教学策略。
[Abstract]:In the 21 st century, the reform of Chinese teaching is in the ascendant. Among them, more attention is paid to the reform of reading teaching methods. Since the introduction of the New Curriculum Standard of Chinese, the dialogue teaching model has been formally entered into the Chinese reading teaching classroom, so it has attracted much attention. Throughout the past reading teaching theory and practice of inquiry experience, more and more experts, scholars and first-line Chinese teachers are keen to explore the application of dialogue theory in the Chinese classroom highlights. At present, more and more teachers turn "questioning" into "dialogue" in Chinese teaching. However, due to the fact that this teaching mode is still in the exploratory stage and lacks the complete and systematic theory, many teachers have a little understanding of the meaning of "dialogue teaching" in practical teaching. As a result, many deviations have not realized the real equality, freedom and profound dialogue, and still have not broken the authoritative situation of the text in the Chinese classroom, that is, the phenomenon of "false dialogue". Therefore, on the basis of putting forward the phenomenon of "false dialogue" in the teaching of Chinese dialogue, this paper tries to explore the "true dialogue" which has both the characteristics of dialogue and the characteristics of Chinese subject. It also puts forward some teaching suggestions and strategies to make Chinese dialogue teaching "false" and "true". This thesis consists of the following four parts: first, dialogue theory and Chinese dialogue teaching. Firstly, it describes the direction and trend of dialogue teaching in curriculum reform, and then expounds the inevitability of dialogue teaching entering Chinese classroom. Second, the expression of pseudo-dialogue in reading teaching. First of all, make clear the connotation and significance of dialogue in Chinese teaching. Secondly, it enumerates the phenomenon of "false dialogue" in practical Chinese teaching: superficial dialogue, single dialogue and so on. Third, the teaching of pseudo-dialogue in reading. This paper analyzes the reasons from the connotation of dialogue and the characteristics of Chinese teaching. Fourth, to realize the "true dialogue" approach. This is the focus of this paper. First of all, according to the actual teaching situation to explore the meaning of "true dialogue", and secondly, to study the teaching method of "true dialogue" from different directions. From the presupposition of the dialogue before class, the atmosphere of the dialogue in class, the formation of the dialogue in class, and the reflection of the dialogue after class. Explore teaching strategies in several aspects.
【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.33

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