课本剧在中学语文教学中的应用研究

发布时间：2018-05-10 13:48

本文选题：课本剧 + 中学语文教学　；参考：《西华师范大学》2015年硕士论文

【摘要】：目前中学语文教学中仍存在一些弊端:有的课堂枯燥无味,尤其是小说、戏曲、文言文、散文等单元的教学,教学模式、方法单一,学生无兴趣学习;教师只重读、写训练,而忽视了听、说训练,不利于学生综合能力的培养;语文教学中只重语文知识的传授,而忽视了能力培养及德育、美育,不利于学生的全面发展。鉴于此,不少学者认为课本剧是一种很好的教学辅助手段。笔者认为,课本剧可以从广义和狭义两个方面来看。狭义的课本剧专指根据中小学语文课本中的课文改编排演的戏剧小品;广义的课本剧还包括根据由课本中的课文而延伸的课外阅读文章和世界名著,以及生活这个“活课本”中的事件而改编创作的以话剧、小品、戏曲、朗诵等多种形式演出的戏剧小品。本文运用文献法、观察法和调查法搜集资料,并结合笔者的亲身经历而完成,共分为四章。第一章简要概括了问题提出、文献综述、核心概念、研究目的和意义及研究方法。第二章从理论上对课本剧的相关问题进行了分析,先说明了课本剧应用的可行性,然后分析了课本剧的理论基础:多元智能理论、隐性学习理论、合作学习理论,接着根据三个不同的分类标准阐述了课本剧的多种形式与类型,最后又论述了课本剧的多种功能:有助于学生学习兴趣的激发、综合能力的发展、良好个性品质的形成;有助于语文教师专业素质的提高;有助于我国戏剧文化的传承。第三章接着论述了课本剧在中学语文教学中的运用现状及存在问题。运用现状包括语文课堂和课下的语文综合实践活动两部分,存在的问题包括:一是部分学校及教师缺乏对课本剧的认识;二是课本剧活动的开展只涉及到部分学生;三是课本剧活动被个别教师不恰当地使用;四是学生在编剧时易注重热闹而偏离主题;五是教师缺乏相应的知识而不能恰当指导。通过对第三章中课本剧典型案例的分析,第四章紧接着总结了课本剧的具体操作程序:“选、备、编、演、议、导(贯穿始终)”,并针对课本剧活动存在的问题,提出了相应的优化策略:一是通过多种途径获取学校领导及教师的理解和支持;二是积极引导与合理组织使全体学生参与课本剧;三是根据课文类型及学生特点合理使用课本剧;四是在尊重原文主旨的基础之上进行适度创新;五是恰当选择课本剧的类型以发挥其最大作用;六是通过充实自身相关知识给予学生适当指导;七是注重课本剧的过程性和生成性使学生更好地发展;八是树立大语文教育观引导学生在生活中学习。本文旨在把课本剧相关内容呈现给大家,并特别提出课本剧的类型及优化策略供一线教师参考,使广大教师和研究者认识、理解、重视、运用课本剧,以促使中学语文课本剧活动更加精彩,促使师生共同发展。
[Abstract]:At present, there are still some drawbacks in the teaching of Chinese in middle schools: some classes are boring, especially in the units of novel, opera, classical Chinese, prose, etc., the teaching mode is single, students are not interested in learning, the teacher only rereads, writes the training, and so on. Ignoring the training of listening and speaking is not conducive to the cultivation of students' comprehensive ability; in Chinese teaching, it only emphasizes the imparting of Chinese knowledge, but neglects the cultivation of ability and moral education, aesthetic education, which is not conducive to the all-round development of students. In view of this, many scholars think textbook play is a good teaching aids. The author believes that textbook play can be viewed from two aspects: broad sense and narrow sense. Textbook dramas in a narrow sense refer to dramas arranged according to the texts in Chinese textbooks in primary and secondary schools, while textbook plays in a broad sense also include extracurricular reading articles and world famous works based on the texts in the textbooks. And life is a living textbook event and adapted to the drama, sketch, opera, recitation and other forms of play. This paper uses literature method, observation method and investigation method to collect data, and combined with the author's personal experience, it is divided into four chapters. The first chapter briefly summarizes the questions, literature review, core concepts, research purposes and significance and research methods. The second chapter theoretically analyzes the related problems of textbook drama, first explains the feasibility of textbook drama application, then analyzes the theoretical basis of textbook drama: multiple intelligences theory, recessive learning theory, cooperative learning theory. Then, according to three different classification standards, this paper expounds the various forms and types of textbook drama, and finally discusses the various functions of textbook drama: it is helpful to stimulate students' interest in learning, to develop comprehensive ability and to form good personality quality; It is helpful to the improvement of Chinese teachers' professional quality and the inheritance of Chinese drama culture. The third chapter discusses the current situation and existing problems of textbook play in middle school Chinese teaching. The present situation of application includes two parts: one is the lack of understanding of textbook drama in some schools and teachers, the other is that the development of textbook drama only involves some students, and the present situation includes two parts: one is the lack of understanding of textbook drama in some schools and teachers, and the other is that only some students are involved in the development of textbook drama activities. The third is that the textbook play activities are used improperly by individual teachers; the fourth is that students tend to pay attention to the lively and deviate from the theme when the writers are written; the fifth is that the teachers lack the corresponding knowledge and can not properly guide. Through the analysis of typical cases of textbook drama in the third chapter, the fourth chapter summarizes the specific operating procedures of textbook drama: "choose, prepare, edit, act, discuss, guide (throughout)", and aim at the problems existing in textbook drama activities. The corresponding optimization strategies are put forward: one is to obtain the understanding and support of school leaders and teachers through various ways; the other is to actively guide and organize all students to participate in textbook plays. The third is the rational use of textbook drama according to the text type and the students' characteristics, the fourth is to carry on the moderate innovation on the basis of respecting the purport of the original text, and the fifth is to choose the type of the textbook play the most important role; The sixth is to give appropriate guidance to students by enriching their own relevant knowledge; seven is to pay attention to the process and production of textbook plays so that students can develop better; eight is to establish a great view of Chinese education to guide students to learn in life. The purpose of this paper is to present the relevant contents of textbook drama to everyone, and especially to put forward the types and optimization strategies of textbook drama for the reference of teachers, so that teachers and researchers can understand, attach importance to and use textbook plays. In order to promote the middle school Chinese textbook drama activities more exciting, to promote the development of teachers and students.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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