高中语文阅读教学导入语设计研究

发布时间：2018-05-12 13:05

本文选题：导入语 + 阅读教学　；参考：《四川师范大学》2015年硕士论文

【摘要】：新课程的实施,使我们更多的关注每个学生的主动学习,不断挖掘学生积极思考,探索事物底蕴的内在动力。课堂是教师和学生进行思想对话的平台,在这个平台上,教师、文本、学生三者之间实现着相互之间的对话。然而,就文本理解而言,学生与文本之间始终存在着一定的距离,需要教师作为桥梁来进行交流沟通。而语言是实现这一沟通过程的主要方式,教师运用语言搭建学生与文本接触的平台,切实解决学生走进文本寻找切入点的问题。在这一层面上,作为一堂课开始的导入语设计就显出了极其重要的作用。导入语,“导”是教学情境创设的基础,更是教学目标落实的关键,教师运用智慧,利用语言这一媒介成就学生新旧知识的叠加和学习能力的提高。本文以教学实践为基础,坚持理论联系实际的原则,立足于中学语文课堂,收集、整理了大量阅读教学导入语运用实例,着眼导入语与阅读教学之间的关联点,分析问题,解决问题,以期对高中语文阅读教学导入语研究做一些力所能及的工作。本文从阅读教学的实际问题入手,详细调查、仔细研究,力求能全面而详尽的分析和阐述目前高中语文阅读教学导入语设计存在的不足,并努力探索解决的方法。本文五个章节,第一章绪论,从研究背景和意义入手,强调问题研究的目标和内容、思路和方法以及目前研究的情况;第二章高中语文阅读教学导入语的问卷调查与分析;第三章重在高中语文阅读教学导入语设计的类型分析和自身尝试;第四章强调高中语文阅读教学导入语设计的实践体会和对教师的建议,第五章结语,对导入语与课堂教学的关系作出分析,以明确新课改形势下语文阅读教学导入语设计方面的努力方向。本文重在实际操作,以阅读教学的导入实例为基础,结论来自课堂教学又被课堂教学实践检验,通过分析高中语文阅读教学导入语设计现状及造成这种现状的原因,得出导入语设计具体要求和能力构成因素,以梳理出导入语设计的具体障碍和突破对策及总结实践之后的教学效果,为课堂阅读教学导入语的实际操作提出一定的建议和参考依据。
[Abstract]:The implementation of the new curriculum makes us pay more attention to the active learning of each student, constantly excavate the students' positive thinking, and explore the inner motive force of things. Classroom is a platform for teachers and students to carry out ideological dialogue. On this platform, teachers, texts and students realize the dialogue between each other. However, as far as text understanding is concerned, there is always a certain distance between the students and the text, which requires teachers to act as a bridge for communication. Language is the main way to realize this communication process. Teachers use language to set up a platform for students to contact with text, and to effectively solve the problem of students entering the text to find a breakthrough point. At this level, the design of the introductory language as the beginning of a class has played an extremely important role. Introduction language, "guidance" is the foundation of the creation of teaching situation, but also the key to the implementation of teaching objectives. Teachers use wisdom, use language as a medium to achieve the superposition of new and old knowledge and the improvement of learning ability. On the basis of teaching practice, this paper adheres to the principle of integrating theory with practice, based on the middle school Chinese classroom, collects and arranges a large number of examples of the application of the leading language in reading teaching, focuses on the connection point between the introduction language and the reading teaching, and analyzes the problems. In order to solve the problem, we can do some research on the leading language in Chinese reading teaching in senior high school. This paper starts with the practical problems of reading teaching, makes a detailed investigation and careful study, and tries to analyze and expound in detail the deficiencies in the design of the leading language in Chinese reading teaching in senior high school at present, and try to explore the solutions to the problems. The first chapter is the introduction of this paper, which starts with the research background and significance, emphasizes the goal and content of the problem research, the ideas and methods, and the current situation of the research, the second chapter is the questionnaire survey and analysis of the leading language in the Chinese reading teaching in senior high school. The third chapter focuses on the analysis of the types of the design of the leading language in senior high school Chinese reading teaching and its own attempt, the fourth chapter emphasizes the practical experience of the design of the leading language in the teaching of Chinese reading in senior high school and the suggestions to the teachers, the fifth chapter is the conclusion. This paper makes an analysis of the relationship between the introduction language and the classroom teaching in order to clarify the direction of the design of the leading language in the Chinese reading teaching under the situation of the new curriculum reform. This paper focuses on practical operation, based on the introduction of reading teaching examples, conclusion from the classroom teaching and classroom teaching practice test, through the analysis of senior high school Chinese reading teaching design status quo and the causes of this status quo. The specific requirements and ability components of the design of the introductory language are obtained in order to sort out the specific obstacles and breakthrough countermeasures of the design of the introductory language and the teaching effect after summing up the practice. This paper puts forward some suggestions and references for the practical operation of the introductory language in classroom reading teaching.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.33

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