高中语文教学中国现当代叙事文本解读现状探究

发布时间：2018-01-14 22:09

本文关键词：高中语文教学中国现当代叙事文本解读现状探究　出处：《云南师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：语文教材是教学的重要载体,它本身是静态的,但从对其的理解到解读再到教授却是一个动态的过程。在这一过程中,教师和学生通过观照文本与文本作者进行对话。由于个体的差异性,解读的结论就千差万别,教师的主导作用就在于给学生导航,以自己的解读过程影响学生的解读。但在当前高中语文文学文本教学过程中,中国现当代叙事文本的教学作为教学内容的重要组成部分,当前形势不是很乐观。教师学生对现当代叙事文本理解的不深透不科学,必然会导致解读过程中和教学中出现这样那样的问题,并会最终导致高中现当代叙事文本教学和学习效果的不理想。这样就出现一对矛盾:一边是现当代叙事文本如千万朵美丽优雅的鲜花绽放,一边是高中现当代叙事文本教学过程中对文本的解读不理想(即对教学内容的解读相对较差)如手捧鲜花而不知其美,手拿珠玉而不知其贵。基于此考虑,本研究首先对叙事文学相关概念进行界定,并结合现有的相关文献提出研究方法思路和方法;接着分析高中语文教学中现当代叙事文本解读的理论依据以及目前的现状考察,最后在文章的第四部分将当前高中现当代叙事文本教学中的文本解读存在的问题归纳为:只读表象,不深入文本、对文本解读过度、解读偏离了文本和作者要表达的意思、解读时直接抛开文本,自由解读或根本没有解读四个具体问题并反思问题形成原因。同时提出相应建议:1、抓住“教学”落脚点;2、适度吸纳最新的小说解读理论;3、重视教师语文素质的培养;4、重视学生人文素养的提升;5、高中教学中现当代叙事文本教学环境的去功利化。以期为一线教师提供思路上的借鉴,以促进高中现当代叙事文本教学的有效进行。
[Abstract]:Chinese textbook is an important carrier of teaching, it is static, but from the understanding that the interpretation to the process of teaching is a dynamic. In this process, teachers and students through the view of text and author of the text dialogue. Because of individual differences, the interpretation of different, leading the role of teachers to students is to influence their interpretation of navigation, students in the process of interpretation. But in the current high school Chinese literary texts in the process of teaching, as an important part of the teaching content of the text of contemporary Chinese narrative teaching, the current situation is not very optimistic. Teachers and students of contemporary narrative text understanding is not deep scientific that will inevitably lead to such problems arise in the teaching process and interpretation, and will eventually lead to high school contemporary narrative text teaching and learning effect is not ideal. It will appear on a Contradiction: one side is the contemporary narrative text like thousands of beautiful elegant flowers, while the high school of contemporary narrative text in the teaching process of the interpretation of the text is not ideal (i.e., interpretation of the teaching content is relatively poor) such as holding flowers but not its beauty, Nazhu jade hand but not knowing you. Based on this consideration, this study first defines the concept of narrative literature, combined with the existing literature research methods put forward ideas and methods; and then analyze the theoretical basis of Chinese teaching in high school of contemporary narrative text interpretation and the present situation, finally in the fourth part of the article will present the text interpretation of contemporary high school narrative text in the teaching the problems are as follows: only appearance, not deeply over the interpretation of the text, text, text and interpretation from the author wants to express, reading text directly aside, freedom of interpretation Or no interpretation of the four specific issues and reflect on the causes of the problem. At the same time put forward the corresponding suggestions: 1, seize the "teaching" goal; 2, moderate to absorb the most recent novel interpretation of the theory; 3, teachers attach great importance to the cultivation of Chinese quality; 4, pay attention to students' humanistic literacy teaching in senior high school; 5, contemporary narrative the text teaching environment to the utilitarian. In order to provide reference for the teachers of senior high school, in order to promote the contemporary narrative text teaching.

【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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