论新课标下高中语文阅读教学的有效性
发布时间：2018-10-08 19:25
【摘要】：新课标明确指出语文是“工具性和人文性的统一”,并提出“应进一步提高学生的语文素养,使学生具有较强的语文应用能力和一定的语文审美能力、探究能力,为终身学习和有个性的发展奠定基础”。正是由于新课程标准的这一要求,语文教学进入了新一轮的教学改革。而语文教学的根在于阅读,阅读教学也因此成为语文教学改革的重点。这就要求教师转变教学观念、改变过去灌输式的教法,改变教学效率低且效果差的严峻局面。笔者通过研究《高中语文新课程标准》、国内外关于有效性的相关知识,将阅读教学有效性的内涵定义为以遵循科学规律为基础的以追求阅读速度、阅读质量、阅读兴趣为目标的以学生发展为核心的动态教学。并围绕着对这一内涵的理解,结合文艺学家、特级教师、一线教师对课文的解读、实习期间的课堂观察以及自身的实践教学经验,进一步摸索行之有效的阅读教学方法来激发学生的阅读兴趣、提高学生的阅读能力、丰富学生的阅读收获,从而提高阅读教学的有效性。本文探究的内容主要有三大章,第一章阐述的是阅读教学有效性的意义。先论述阅读教学有效性的概念,掌握其基本内涵；再在此基础上从教学目标、教学过程、教学评价三方面探讨阅读教学有效性的基本特征；最后概括高中语文阅读教学无效或低效的现状,并将阅读教学有效性的缺失的主要表现概括为教学内容的肤浅化、教学过程的全盘化、教学方法的模式化。第二章主要是结合具体实例论述达成阅读教学有效性的教学模式和教学形式。第一节主要介绍的是符合高中生阅读基础的先学后教的模式,介绍该模式的主要环节及使教学模式有效的几点要求；第二节介绍的是主要的教学行为,分别是具有启发性的讲授、带有目的性的指导、具备思维价值的提问、具有灵活性的教学调控。第三章研究的是阅读教学有效性的实施策略,分别从阅读兴趣、阅读能力、阅读习惯三个方面进行探究。首先教师要允许学生的自由表达、相信学生的阅读能力、尊重学生的个性化解读,从而激发学生阅读兴趣；其次给学生以方法指导提高学生阅读能力,方法指导主要从具体阅读方法、思维方法、丰富教学内容的方法着手；最后给学生以榜样培养学生的阅读习惯。
[Abstract]:The new curriculum standard clearly points out that Chinese is "the unity of instrumentality and humanism", and puts forward that "students' Chinese literacy should be further improved so that students can have strong Chinese application ability, certain Chinese aesthetic ability and inquiry ability." Lay the foundation for lifelong learning and the development of personality. Because of this requirement of the new curriculum standard, Chinese teaching has entered a new round of teaching reform. The root of Chinese teaching lies in reading, so reading teaching has become the focus of Chinese teaching reform. This requires teachers to change their teaching concepts, to change the past teaching methods, and to change the grim situation that teaching efficiency is low and the effect is poor. By studying the New Curriculum Standards of Senior High School Chinese, the author defines the connotation of the effectiveness of reading teaching as the pursuit of reading speed and reading quality based on the scientific law. Reading interest as the goal of student development as the core of the dynamic teaching. And around the understanding of this connotation, combined with literature and art scholars, special teachers, first-line teachers to the text interpretation, practice during the classroom observation and their own practical teaching experience, Further explore effective reading teaching methods to stimulate students' reading interest, improve students' reading ability, enrich students' reading harvest, and improve the effectiveness of reading teaching. There are three chapters in this paper, the first chapter is the meaning of reading teaching effectiveness. This paper first discusses the concept of the effectiveness of reading teaching, grasps its basic connotation, and then probes into the basic characteristics of the effectiveness of reading teaching from three aspects: teaching goal, teaching process and teaching evaluation. Finally, it summarizes the current situation of ineffective or inefficient teaching of Chinese reading in senior high school. The main performance of the lack of effectiveness of reading teaching is the superficial teaching content, the overall teaching process and the pattern of teaching methods. The second chapter mainly discusses the teaching mode and teaching form of achieving the effectiveness of reading teaching with concrete examples. The first section mainly introduces the model of learning before teaching, which accords with the reading foundation of high school students, introduces the main links of the model and several requirements for making the teaching model effective, the second section introduces the main teaching behavior. They are instructive instruction, purposeful instruction, questions with thinking value and flexible teaching regulation. The third chapter studies the effective implementation strategies of reading teaching, from three aspects of reading interest, reading ability, reading habits. First of all, teachers should allow students to express freely, believe in students' reading ability, respect students' individualized reading, so as to stimulate students' reading interest; secondly, give students ways to guide and improve students' reading ability. Methods the instruction mainly starts from the concrete reading method, the thought method, the method which enriches the teaching content, and finally gives the student to train the student's reading habit with the example.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.33
本文编号：2257989
[Abstract]:The new curriculum standard clearly points out that Chinese is "the unity of instrumentality and humanism", and puts forward that "students' Chinese literacy should be further improved so that students can have strong Chinese application ability, certain Chinese aesthetic ability and inquiry ability." Lay the foundation for lifelong learning and the development of personality. Because of this requirement of the new curriculum standard, Chinese teaching has entered a new round of teaching reform. The root of Chinese teaching lies in reading, so reading teaching has become the focus of Chinese teaching reform. This requires teachers to change their teaching concepts, to change the past teaching methods, and to change the grim situation that teaching efficiency is low and the effect is poor. By studying the New Curriculum Standards of Senior High School Chinese, the author defines the connotation of the effectiveness of reading teaching as the pursuit of reading speed and reading quality based on the scientific law. Reading interest as the goal of student development as the core of the dynamic teaching. And around the understanding of this connotation, combined with literature and art scholars, special teachers, first-line teachers to the text interpretation, practice during the classroom observation and their own practical teaching experience, Further explore effective reading teaching methods to stimulate students' reading interest, improve students' reading ability, enrich students' reading harvest, and improve the effectiveness of reading teaching. There are three chapters in this paper, the first chapter is the meaning of reading teaching effectiveness. This paper first discusses the concept of the effectiveness of reading teaching, grasps its basic connotation, and then probes into the basic characteristics of the effectiveness of reading teaching from three aspects: teaching goal, teaching process and teaching evaluation. Finally, it summarizes the current situation of ineffective or inefficient teaching of Chinese reading in senior high school. The main performance of the lack of effectiveness of reading teaching is the superficial teaching content, the overall teaching process and the pattern of teaching methods. The second chapter mainly discusses the teaching mode and teaching form of achieving the effectiveness of reading teaching with concrete examples. The first section mainly introduces the model of learning before teaching, which accords with the reading foundation of high school students, introduces the main links of the model and several requirements for making the teaching model effective, the second section introduces the main teaching behavior. They are instructive instruction, purposeful instruction, questions with thinking value and flexible teaching regulation. The third chapter studies the effective implementation strategies of reading teaching, from three aspects of reading interest, reading ability, reading habits. First of all, teachers should allow students to express freely, believe in students' reading ability, respect students' individualized reading, so as to stimulate students' reading interest; secondly, give students ways to guide and improve students' reading ability. Methods the instruction mainly starts from the concrete reading method, the thought method, the method which enriches the teaching content, and finally gives the student to train the student's reading habit with the example.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.33
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