初中语文阅读教学和批判性思维的培养

发布时间：2018-04-04 15:21

本文选题：初中语文　切入点：阅读教学　出处：《上海师范大学》2017年硕士论文

【摘要】：初中阶段是培养学生思维能力的关键时期。国外对于学生思维能力的核心之一——批判性思维培养起步较早也颇有成效。然而,我国引入批判性思维时间较晚,也未能在教学中形成系统而科学的研究。语文学科在阅读教学方面若能有效培养学生的批判性思维,就能够使其更具有思维能力和语文素养。本文正是结合这一现状,立足在初中生的思维特点和文本的课例分析,探讨了如何在语文阅读教学中培养学生的批判性思维。全文共分五个部分:第一部分:主要介绍论题的研究缘起和意义,阐述国内外围绕批判性思维相关的研究成果,并提出本文的研究方法。第二部分:在辨析批判性思维概念的基础上,总结其在阅读表现中主要表现为积极地展开分析、反思思维过程和结果、保持独立和理性的态度。进一步探讨其与初中语文阅读教学的关系,既是可行的也是必要的。第三部分:通过“初中生审辩式思维品质”的问卷,以及后续对于结果的数据分析,主要了解目前初中生在阅读方面批判性思维的现状。在此基础上,总结初中生的思维特点和培养批判性思维不同层面的意义。第四部分:结合语文阅读教学的特点,总结归纳出培养批判性思维的原则:静态与动态、整体与部分、抽象与具体,入其内与出其外的结合。进一步提出培养批判性思维的内容需要关注学生的“读者意识”、认同与质疑以及理性思考和反思能力的培养。第五部分:从教学实践的层面入手,通过分析以往批判性思维与初中语文阅读教学结合的经典课例,在不同文类的纵向和课堂教学的横向两个维度,结合批判性思维培养的原则和内容,总结归纳出在个别中较为普遍的课堂改进策略。其中包括营造自由表达的氛围,鼓励认同与质疑;创设问题情境,培养理性思考与反思;保持“读者意识”,探究文章疑难;提供补充资料,学会知人论世的方法等。
[Abstract]:The junior middle school stage is the key period to cultivate the students' thinking ability. The core of foreign students' thinking ability, critical thinking training started earlier is also quite effective. However, China's introduction of critical thinking late, also failed to form a systematic and scientific research in teaching. Chinese teaching in reading teaching can effectively develop critical thinking the students can make it have more thinking ability and language literacy. This is combined with the current situation, based on the analysis on the characteristics of thinking and text of the junior high school students reading lesson, discusses how to cultivate students' critical thinking in the teaching of Chinese reading. The thesis is divided into five parts: the first part: mainly introduces the topic the study of the origin and significance of critical thinking around the related research results at home and abroad, and puts forward the research methods of this paper. The second part: in the analysis of critical thinking On the basis of the concept, summarizes its main performance in reading performance analysis for positive development, reflective thinking process and results, to remain independent and rational attitude. To further explore its relationship with the junior middle school Chinese reading teaching, is feasible and necessary. The third part: through the trial adversarial thinking quality of junior middle school students the questionnaire, analysis and follow-up results for the data, mainly to understand the current junior middle school students in reading, critical thinking status. On this basis, summarizes the characteristics of thinking of junior high school students and the cultivation of critical thinking at different levels of significance. The fourth part: according to the characteristics of Chinese reading teaching, summarized the cultivation of critical thinking principles: static and dynamic, whole and part, abstract and concrete, to the inside and outside combination. Further put forward the cultivation of critical thinking content needs to be concerned about the students' consciousness of readers", Culture identity and rational thinking and questioning and reflection ability. The fifth part starts from teaching practice, through the analysis of the previous critical thinking and Chinese Reading Teaching in junior high school with the classic examples in two dimensions of longitudinal and transverse classroom teaching of different genres, combined with the principles and contents of the training of critical thinking, summed up in a few more universal classroom improvement strategies. Including the freedom of expression to create atmosphere, encourage identity and questioned; the creation of problem situations, cultivate rational thinking and reflection; maintain "reader consciousness", explore the problems; to provide supplementary information to the method.

【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.33

【参考文献】