课文标题在初中记叙文阅读教学中的应用研究

发布时间：2018-02-20 22:26

本文关键词： 课文标题初中记叙文阅读教学优化策略　出处：《河南师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：语文课文标题“居文之首,勾文之要”,作为特殊位置和语境下的言语片段,其实自身具有诸多可挖掘利用的价值。本论文将研究范围限定在初中记叙文这一学段和体裁,以河南省多所初级中学语文教师为调查主体,对课文标题在初中记叙文阅读教学中的运用现状给予探求分析;随之针对记叙文标题教学存在问题提出优化策略。本文由四部分构成,第一部分为绪论,阐述了问题提出的背景缘起与意义,国内外研究综述,研究方法与创新之处。第二部分为课文标题与初中记叙文阅读教学概说,包括相关概念厘定、标题类型特点和标题价值意义。其中对于初中记叙文标题类型特点的整合是以人教版、语文版、鲁教版三种初中语文教材为范本,归纳出记叙文标题内容简洁性与深刻性并存、语义均衡性与偏移性并存、措辞诗意性与朴实性并存等特点。第三部分为现状调查,通过河南省多所初级中学语文教师的问卷调查和案例分析对初中记叙文阅读中标题教学现状给予审视洞悉,由此发现初中语文教师对课文标题存有认知态度不端,认识水平不高、教学方式单一等问题。第四部分针对课文标题在初中记叙文阅读教学中运用所存在的问题,结合语文教学课程理念,提出初中记叙文标题教学应遵循与文章内容相吻合、与学生兴趣相结合、与课堂主体相协调等运用原则,同时从理论性和实践性两个维度有的放矢提出优化策略。首先,在完善教师自主发展方面,要摆正标题认知态度,树立标题运用意识;开阔教学设计视野,拓宽标题运用途径;阅读专业相关书籍,提升标题运用能力。其次,在优化教学实施方式方面,紧密结合记叙文灵活多样的类型特点以及运用原则,提出认知偏差导入,窥探关键题眼,实施标题变异,剖析语义结构,巧妙逐词突击五种思路。并以典型教学案例佐证,以期为课文标题在初中记叙文阅读教学中的运用提供可资借鉴之处。课程改革对阅读教学提出了更高层次的要求,只有向纵深化、多元化、灵活化方向发展,课堂教学才能在新课程理念的熏染下永葆生命活力,而课文标题这一资源的挖掘对语文阅读教学理论和实践的推陈出新是一次有力的探索和尝试。
[Abstract]:The title of the Chinese text, "the first part of the text, the essential part of the text", as a speech fragment in a special position and context, actually has a lot of value that can be excavated and utilized. This paper limits the scope of the study to the learning paragraph and genre of the narrative text in junior high school. Taking the Chinese teachers of many junior middle schools in Henan Province as the main body of the investigation, this paper explores and analyzes the current situation of the application of text titles in narrative reading teaching in junior high schools. This paper is composed of four parts, the first part is the introduction, the background and significance of the question, the domestic and foreign research summary, The second part is the introduction of the title of the text and the teaching of narrative reading in junior high school, including the determination of related concepts, The characteristics of title types and the significance of title value. Among them, the integration of the characteristics of the title types of narratives in junior high school is based on three kinds of junior middle school Chinese teaching materials, that is, the human teaching version, the Chinese version and the Lu edition, and the conciseness and profundity of the narrative title contents are summed up. Semantic equilibrium and deviation coexist, poetic wording and simplicity coexist. The third part is a survey of the current situation. Through the questionnaire survey and case analysis of Chinese teachers in many junior middle schools in Henan Province, the author examines the present situation of title teaching in narrative reading in junior high school, and finds out that the Chinese teachers in junior high school have a bad cognitive attitude towards the title of the text. Part 4th aims at the problems existing in the application of text title in the teaching of narrative reading in junior high school, combining with the concept of Chinese teaching course. The author points out that the teaching of narrative title in junior high school should follow the principles of matching the content of the article, combining with the students' interests and coordinating with the subject of the classroom, and at the same time putting forward the optimization strategy from the two dimensions of theory and practice. In order to improve teachers' independent development, we should straighten out the cognitive attitude of title, set up the consciousness of using title, broaden the vision of teaching design, widen the way of using title, read the relevant books of specialty, improve the ability of using title. Secondly, In the aspect of optimizing teaching methods, combining closely with the flexible and diverse type characteristics and application principles of narrative text, the paper puts forward the introduction of cognitive deviation, prying into the key questions, carrying out title variation, and analyzing the semantic structure. In order to provide reference for the use of text title in narrative reading teaching in junior high school, the curriculum reform has put forward higher requirements for reading teaching. Only by developing in the direction of depth, diversification and flexibility, can classroom teaching retain its vitality forever under the influence of the new curriculum concept. The mining of the text title is a powerful exploration and attempt to bring forth new ideas in the theory and practice of Chinese reading teaching.
【学位授予单位】：河南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.33

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