文本细读在中职语文阅读教学中的应用研究

发布时间：2018-05-23 15:32

本文选题：文本细读 + 中职语文　；参考：《云南师范大学》2016年硕士论文

【摘要】：语文既是一门工具性学科又是一门人文性学科,其重要性毋庸置疑。在中职学校语文是各类专业学生必修的文化基础课,对学生学习各种知识,掌握职业技能具有极大的促进作用,有利于帮助学生形成综合职业能力和全面的职业素质,为学生终身学习和可持续发展奠定基础。但由于当前我国中职教育普遍存在着“重技术,轻人文”,“重专业,轻教养”的倾向,加之语文教育的重要性在短期内无法得到体现,中职学生对语文学习的意义和重要性认识不足,中职语文教学遭受冷遇。特别是始终处于基础和核心地位的语文阅读教学普遍存在着学生主体地位缺失、教学难以深入、教学低效等现状。本文针对中职语文阅读教学中存在的问题,以目前新课程改革中受到普遍关注且行之有效的“文本细读”为研究对象,结合自身教学实践,将理论探讨和实践操作研究结合起来,力求探究“文本细读”在中职语文阅读教学中的应用情况,并对实施过程中应注意的问题进行总结,目的在于引起中职一线语文教师对中职语文阅读教学及“文本细读”的重视,为中职语文教师应用“文本细读”进行教学提供一些切实可行的操作策略以供借鉴和参考,力求改善中职语文阅读教学现状,提高中职语文阅读教学的有效性。本论文对所收集到的关于“文本细读”的文献资料进行全面细致地研读,对文学批评语境下的文本细读与课程教学语境下的文本细读进行辨析,明确了二者的区别;对中职语文阅读教学现状及成因进行调查分析;通过在中职语文阅读教学中应用文本细读进行教学实践总结得出了教师的细读先行是实施教学的前提和基础,实施文本细读教学首先要保证学生充分阅读文本,在保证学生对文意有所掌握和理解的基础上,引领学生品味语言,挖掘文本的深层内涵;创设情景,激发想象,激活体验,实现阅读还原;设计基于文本语境的说写训练,实现迁移贯通。同时对实施文本细读教学提出注重诵读,重视“对话”,倡导多元化、个性化解读等教学建议。在中职语文阅读教学中实施文本细读教学还应注意考虑中职学生的特点,不把教师的细读强加于学生,避免贪多求全,不让“文本细读”仅成为一句口号,无法真正进入阅读课堂。
[Abstract]:Chinese is not only a tool subject but also a humanities subject, and its importance is beyond doubt. Chinese is a compulsory cultural basic course for students of various specialties in secondary vocational schools. It can greatly promote students to learn various kinds of knowledge and master vocational skills, which is helpful to help students form comprehensive vocational ability and overall professional quality. Lay the foundation for lifelong learning and sustainable development of students. However, there is a general tendency of "emphasizing technology, neglecting humanity", "emphasizing specialty, neglecting upbringing" in secondary vocational education in our country at present, and the importance of Chinese education cannot be reflected in a short period of time. Secondary vocational school students have insufficient understanding of the significance and importance of Chinese learning. Especially, the Chinese reading teaching, which has always been in the basic and core position, is generally lack of students' subject status, teaching is difficult to go deep, teaching is inefficient and so on. In view of the problems existing in the teaching of Chinese reading in secondary vocational schools, this paper takes the "text reading", which is widely concerned and effective in the new curriculum reform at present, as the research object, and combines with its own teaching practice. Combining the theoretical discussion with practical operational research, the author tries to explore the application of "text reading" in the teaching of Chinese reading in secondary vocational schools, and sums up the problems that should be paid attention to in the course of implementation. The purpose of this paper is to arouse the attention of the Chinese teachers in the first line of vocational school to the teaching of Chinese reading and "text reading", and to provide some practical operational strategies for Chinese teachers in vocational school to use "text reading" for reference and reference. In order to improve the current situation of Chinese reading teaching, improve the effectiveness of secondary vocational Chinese reading teaching. This paper makes a thorough and detailed study of the collected literature on "text reading", discriminates and analyzes the text detailed reading in the context of literary criticism and the course teaching context, and clarifies the difference between the two. This paper investigates and analyzes the present situation and causes of Chinese reading teaching in secondary vocational schools, and concludes that the premise and foundation of the implementation of teaching are the teachers' careful reading, which is based on the application of text reading in Chinese reading teaching in secondary vocational schools. To carry out the teaching of text reading carefully, we should first ensure that students fully read the text, lead students to taste the language, dig out the deep connotation of the text, create scenes, stimulate imagination and activate experience, on the basis of ensuring that students have grasped and understood the meaning of text. To achieve reading restore; to design text-based context-based speaking and writing training to achieve transfer through. At the same time, the author puts forward some teaching suggestions, such as paying attention to reading aloud, paying attention to "dialogue", advocating diversification and individualized interpretation. In the teaching of Chinese reading in secondary vocational schools, we should also pay attention to the characteristics of students in secondary vocational schools, do not impose the detailed reading of teachers on students, avoid greed for more perfection, and do not allow "text reading" to become only a slogan. Unable to really enter the reading class.
【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】：G633.33

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