中小学记叙文阅读教学衔接初探

发布时间：2018-01-16 16:30

本文关键词：中小学记叙文阅读教学衔接初探　出处：《河北师范大学》2012年硕士论文　论文类型：学位论文

【摘要】：阅读教学的目的归根结底是为了培养学生的阅读能力，即理解、概括、分析、感悟文章的能力，它是现代人必备的生存能力之一。记叙文作为一种最基本的文体，是学生学习其他文体的基础。遵照阅读能力训练的规律性及可操作性，记叙文阅读教学也就成了中小学语文阅读教学的重头戏。但由于种种原因，中小学记叙文阅读教学出现了衔接不畅的问题。阅读教学，作为师生、教材多边参与的活动，其实质就是教师以阅读教材为依托，指导学生有目的、有步骤地提高学生阅读能力的过程。所以，笔者首先对现任以及曾任六七年级的语文教师就“中小学记叙文阅读教学衔接”有关问题做了调查分析，然后又在六七年级学生中间做了记叙文阅读专项测试，结合笔者任教中小学语文多年的体会，笔者对“中小学记叙文阅读教学衔接”提出了相应措施。首先，关注整个中小学段记叙文阅读教学。教师要树立“文体意识”；熟知记叙文相关文体知识及其在教材中不同阶段的体现和重点，有的放矢，循序渐进，逐步培养阅读能力；分析《课标》，明确中小学不同的阅读目标，积极与中学或小学老师沟通协调，开展针对性教学。另外，要注意做好中小学在阅读动机、阅读方法、阅读习惯方面的衔接；把握记叙文文体特点，渗透于阅读教学中，使记叙文阅读学习有章可循。其次，在记叙文阅读教学中，中小学既要目标一致，又要各有侧重：小学要注意夯实基础，做好从字词句到段篇章循序渐进，使学生树立记叙文文体意识，对记叙文相关知识有所了解。此外，还要帮助学生学习并积累阅读方法，，培养学生良好的阅读习惯。七年级要充分了解初一新生的记叙文阅读能力，做到心中有数；同时了解学生心理的变化，帮助其适应新的环境；加强阅读方法的指导和调整以及阅读习惯的培养；依托记叙文相关知识，重视语言分析，做好记叙文阅读教学。总之，中小学语文教师要把握记叙文文体特点，明确目标，突破重点，指导方法，培养习惯，做好中小学记叙文阅读教学的衔接。
[Abstract]:The purpose of reading teaching in the final analysis is to cultivate students' reading ability, that is, the ability to understand, summarize, analyze and understand the text. Narration, as the most basic style, is the basis for students to learn other styles. It follows the regularity and maneuverability of reading ability training. Narrative reading teaching has become a major part of Chinese reading teaching in primary and secondary schools. However, due to various reasons, the teaching of narrative reading in primary and secondary schools has a problem of poor cohesion. Reading teaching, as a teacher and student. The essence of multilateral participation in teaching materials is the process of teachers taking reading textbooks as the basis to guide students to improve their reading ability step by step. First of all, the author makes an investigation and analysis on the current and former sixth and seventh grade Chinese teachers on the "middle and primary school narrative reading teaching cohesion", and then in the sixth and seventh grade students to do narrative reading special test. Combined with the author's experience of teaching Chinese in primary and middle schools for many years, the author puts forward the corresponding measures for the connection of narrative reading teaching in middle and primary schools. First of all, attention should be paid to the teaching of narrative reading in the whole middle and primary schools. Teachers should set up "stylistic consciousness"; To be familiar with the relevant stylistic knowledge of narrative text and its embodiment and emphasis in different stages of teaching materials, and to develop reading ability step by step; In addition, we should pay attention to the reading motivation and reading methods in middle and primary schools. 4. Analyze the Curriculum Standard, clarify the different reading goals of primary and secondary schools, actively communicate with teachers in middle schools or primary schools, and carry out targeted teaching. The cohesion of reading habits; Grasp the characteristics of narrative style, permeate into the reading teaching, so that narrative reading learning rules. Secondly, in narrative reading teaching, primary and secondary schools should be consistent goals. We should also focus on each: primary schools should pay attention to tamping the foundation, do a good job from words and phrases to the passage of gradual progress, so that students establish a narrative sense of style, to some knowledge of narrative knowledge. In addition. We should also help students to learn and accumulate reading methods and cultivate students' good reading habits. At the same time, to understand the psychological changes of students, help them adapt to the new environment; Strengthen the guidance and adjustment of reading methods and the cultivation of reading habits; Relying on narrative related knowledge, pay attention to language analysis, do a good job in narrative reading teaching. In short, Chinese teachers in primary and secondary schools should grasp the characteristics of narrative style, clear goals, break through the key points, guide methods, cultivate habits. Do a good job in the middle and primary school narrative reading teaching cohesion.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G633.3

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