初中语文文本解读的误区与解决对策研究

发布时间：2018-06-07 14:59

本文选题：初中语文 + 文本解读　；参考：《河南师范大学》2016年硕士论文

【摘要】：语文课堂首要的,也最重要的任务就是进行文本解读,文本解读贯穿于课前、课中、课后,可以说,它没有时效性,处于动态生成中。可是,在现实的初中语文教学中,师生很少站在理论的高度去审视自己正在进行的活动,即使他们正在进行的任务就是文本解读。所以,当前初中语文文本解读中存在的问题就被忽略了。因此,本文以初中语文教师和学生作为研究对象,结合笔者的教学实践,从初中语文的角度对文本解读进行相关探究。本研究以理论和实践相结合为首要原则,首先对初中语文文本解读的相关概念:文本、语文文本、文本解读、语文文本解读做了阐释,为后面的实践探究打下了理论基础。与此同时,对语文文本的特点、文本解读的相关理论也做了归纳总结,分别为后面的初中语文文本解读的误区分析和策略研究提供前提。然后,笔者通过对自己教学活动的反思和同事的教学活动的观察,总结出初中语文文本解读的七大误区分别是:人云亦云,照搬教参和网络;急功近利,膜拜考点和成绩;唯师独尊,忽视师生对话;按部就班,阻断课堂生成性;肢解课文,失去文本全貌;置之不理,缺乏总结与反思;停滞不前,忽视反馈与评价。这七大误区是当前初中语文教师在文本解读中普遍犯的错误,可是他们却没有意识到,还在继续重复这样的错误。本文在每一个误区的后面都简要阐述了其出现的成因以及带来的后果。最后,本文从实际的文本解读活动出发,提出了教师、学生、教学内容、教学方式、教学评价五个方面的解决策略,希望从多个角度给初中语文教师的文本解读以指引。其中,4s课和充分利用学生自身特色这两个策略是笔者从任教学校的实际教学活动中得出的灵感,希望能给读者耳目一新的感觉。如何引起一线语文教师的高度重视,对自身的文本解读进行反思,学习相关的理论知识,在理论的指导下,汲取文本解读中的实践经验,对症下药,逐步消除文本解读中的误区,是我们要不断探索的问题,其任重而道远。
[Abstract]:The first and most important task of the Chinese classroom is to interpret the text, which runs through the pre-class, in the class, after the class, it can be said that it has no timeliness, is in the dynamic generation. However, in the reality of junior middle school Chinese teaching, teachers and students rarely look at their activities from the theoretical perspective, even if they are carrying out the task of text interpretation. Therefore, the current junior high school Chinese text interpretation of the existing problems are ignored. Therefore, this article takes junior middle school Chinese teachers and students as the research object, combines the author's teaching practice, carries on the related research from the junior middle school Chinese angle to the text interpretation. This study takes the combination of theory and practice as the primary principle. Firstly, it explains the related concepts: text, Chinese text, text interpretation and Chinese text interpretation, which lays a theoretical foundation for the later practical exploration. At the same time, the characteristics of Chinese text, text interpretation of the relevant theories are also summarized, respectively for the following junior middle school Chinese text interpretation misunderstanding analysis and strategy research premise. Then, through the reflection of my own teaching activities and the observation of my colleagues' teaching activities, the author concludes that the seven misunderstandings in the interpretation of Chinese texts in junior high school are as follows: follow the others, copy the teaching reference and network, hurry for success and instant profit, worship the examination spots and achievements; Only teacher alone, ignore the dialogue between teachers and students; step by step, block the classroom generative; dismember the text, lose the full text; ignore it, lack of summary and reflection; stagnant, ignore feedback and evaluation. These seven mistakes are generally made by junior middle school Chinese teachers in text interpretation, but they do not realize and continue to repeat such mistakes. At the end of each error, this paper briefly describes the causes of its emergence and its consequences. Finally, from the actual text interpretation activities, this paper puts forward five solutions: teachers, students, teaching content, teaching methods, teaching evaluation, hoping to guide the text interpretation of junior middle school Chinese teachers from many angles. Among them, the strategies of "4s" and "making full use of students' own characteristics" are the inspiration of the author from the actual teaching activities of the teaching school, hoping to give readers a fresh feeling. How to arouse the first line Chinese teachers' attention, to reflect on their own text interpretation, to learn relevant theoretical knowledge, under the guidance of theory, to draw the practical experience in text interpretation, and to give the right remedy to the case. Gradually eliminating the misunderstanding in the interpretation of text is a problem that we should constantly explore, and it has a long way to go.
【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】：G633.3

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