时空分析法在中学古诗词教学中的运用
发布时间：2018-08-18 12:28
【摘要】：古诗词是中华文化的瑰宝,它蕴含着中华文化的精髓,承载着中华民族的智慧。与此同时,古诗词也是中学语文教学的重点。但是当代中学生对古诗词的学习兴趣度不高,古诗词和当下学生使用的交际用语有较大差别,学生普遍觉得古诗词的实际使用意义不大,因此教学效率和学习效率普遍低下。究其原因,从某种程度上讲,是学生的学习方法和教师的教学方法的单一、枯燥,虽然学术界从各种角度研究古诗词的教学方法,但大部分研究都忽略了从诗词本身出发。一线教师从事古诗词教学多年,是否做到了深入研究教材中的每一首古诗词,是否完全掌握了每首古诗词?笔者发现,教师对于古诗词的解读多依赖教案,教学方法多年保持一致,对于古诗词把握的深度和广度都不够。而学生对古诗词本就陌生,他们需要一个能够提起自我兴趣、培养自主分析能力的有效方法来解读古诗词。本文运用“时空分析法”来解读古诗词,希望能将其引入教学当中。“时空分析法”主要是从时间和空间两个维度出发,研究古诗词的创作背景和文本。这世间的所有事物的运行都离不开“时间”和“空间”。古诗词也有其章法可寻,一首诗词的创作离不开创作的时代背景和空间地理因素,而文本的研究也需要从“时间”和“空间”两个角度出发,理清文本叙述的时空结构和时空要素。有些诗词在追诉过去,有些诗词讲述现实时空的,有些诗词则在畅想未来。而空间关系也分为为,现实空间和作者的想象空间。时间和空间相互交错,欲理清诗词的脉络、章法是不可不研究诗词生发所依赖的时间和空间。本文详述了时空分析法运用于古诗词背景、文本分析以及教学和学生自主学习时的策略分析和时空分析法运用于教学以及学生自主分析的模式分析。本文从教学出发,深刻探讨了“时空分析法”的教学可行性以及对教学所带来的助益,以及如何运用于教学当中,并且分析了学生的接受程度和可接受范围,同时从策略出发,研究了“时空分析法”的教学模式和学生自主鉴赏的学习模式。而本文的研究内容主要包括:作者的静态因素;作者本籍文化;作者的动态因素;作者的客籍文化;文本的时空结构和文本的时空要素分析。而本文也将从教师的教学和学生的自主学习两个角度出发,具体阐述时空分析法如何运用于教学和学生自主鉴赏。笔者希望从教学和自主学习两个方面将“时空分析法”应用于教学阐述、研究完备。
[Abstract]:Ancient poetry is the treasure of Chinese culture, it contains the essence of Chinese culture, bearing the wisdom of the Chinese nation. At the same time, ancient poetry is also the focus of middle school Chinese teaching. However, the contemporary middle school students are not interested in the study of ancient poetry, and there are great differences between the ancient poetry and the current students' communicative terms. Students generally think that the actual use of ancient poetry is of little significance, so the teaching efficiency and learning efficiency are generally low. To some extent, the reason is that students' learning methods and teachers' teaching methods are monotonous and boring. Although the academic circles study the teaching methods of ancient poetry from various angles, most of the studies have neglected to start from poetry itself. First line teachers engaged in teaching ancient poetry for many years, did they do a thorough study of each ancient poem in the textbook, have they mastered every ancient poem? The author finds that teachers' interpretation of ancient poetry depends on teaching plan, teaching methods are consistent for many years, and the depth and breadth of their understanding of ancient poetry are not enough. Students are unfamiliar with ancient poetry, and they need an effective way to raise their own interest and develop their own analytical ability to interpret ancient poetry. This paper uses time-space analysis to interpret ancient poetry, hoping to introduce it into teaching. Time-space analysis mainly studies the background and text of ancient poetry from the two dimensions of time and space. All things in this world can not run without time and space. Ancient poetry also has its own rules to find. The creation of a poem can not be separated from the background of the times and the geographical factors of space, and the study of the text also needs to start from the two angles of "time" and "space". To clarify the space-time structure and space-time elements of the text narration. Some poems are about the past, some about real time and space, and some about the future. The spatial relationship is also divided into the real space and the author's imagination space. Time and space intersect each other. In order to clear up the context of poetry, it is necessary to study the time and space on which poetry grows. This paper describes the application of spatio-temporal analysis to the background of ancient poetry, text analysis, strategy analysis in teaching and students' autonomous learning, and the pattern analysis of spatio-temporal analysis in teaching and student autonomy analysis. From the perspective of teaching, this paper probes into the teaching feasibility of Spatio-Temporal Analysis method and its contribution to teaching, and how to apply it to teaching, and analyzes the acceptance degree and acceptable range of students, and at the same time starts from the strategy. This paper studies the teaching mode of time-space analysis and the learning mode of students' self-appreciation. The main contents of this paper include: the author's static factors; the author's native culture; the author's dynamic factors; the author's guest culture; the space-time structure of the text and the analysis of the text's space-time elements. In this paper, from the two angles of teachers' teaching and students' autonomous learning, the author expounds how to apply the space-time analysis method to teaching and students' autonomous appreciation. The author hopes to apply Spatio-temporal Analysis to the teaching from two aspects of teaching and autonomous learning.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2189469
[Abstract]:Ancient poetry is the treasure of Chinese culture, it contains the essence of Chinese culture, bearing the wisdom of the Chinese nation. At the same time, ancient poetry is also the focus of middle school Chinese teaching. However, the contemporary middle school students are not interested in the study of ancient poetry, and there are great differences between the ancient poetry and the current students' communicative terms. Students generally think that the actual use of ancient poetry is of little significance, so the teaching efficiency and learning efficiency are generally low. To some extent, the reason is that students' learning methods and teachers' teaching methods are monotonous and boring. Although the academic circles study the teaching methods of ancient poetry from various angles, most of the studies have neglected to start from poetry itself. First line teachers engaged in teaching ancient poetry for many years, did they do a thorough study of each ancient poem in the textbook, have they mastered every ancient poem? The author finds that teachers' interpretation of ancient poetry depends on teaching plan, teaching methods are consistent for many years, and the depth and breadth of their understanding of ancient poetry are not enough. Students are unfamiliar with ancient poetry, and they need an effective way to raise their own interest and develop their own analytical ability to interpret ancient poetry. This paper uses time-space analysis to interpret ancient poetry, hoping to introduce it into teaching. Time-space analysis mainly studies the background and text of ancient poetry from the two dimensions of time and space. All things in this world can not run without time and space. Ancient poetry also has its own rules to find. The creation of a poem can not be separated from the background of the times and the geographical factors of space, and the study of the text also needs to start from the two angles of "time" and "space". To clarify the space-time structure and space-time elements of the text narration. Some poems are about the past, some about real time and space, and some about the future. The spatial relationship is also divided into the real space and the author's imagination space. Time and space intersect each other. In order to clear up the context of poetry, it is necessary to study the time and space on which poetry grows. This paper describes the application of spatio-temporal analysis to the background of ancient poetry, text analysis, strategy analysis in teaching and students' autonomous learning, and the pattern analysis of spatio-temporal analysis in teaching and student autonomy analysis. From the perspective of teaching, this paper probes into the teaching feasibility of Spatio-Temporal Analysis method and its contribution to teaching, and how to apply it to teaching, and analyzes the acceptance degree and acceptable range of students, and at the same time starts from the strategy. This paper studies the teaching mode of time-space analysis and the learning mode of students' self-appreciation. The main contents of this paper include: the author's static factors; the author's native culture; the author's dynamic factors; the author's guest culture; the space-time structure of the text and the analysis of the text's space-time elements. In this paper, from the two angles of teachers' teaching and students' autonomous learning, the author expounds how to apply the space-time analysis method to teaching and students' autonomous appreciation. The author hopes to apply Spatio-temporal Analysis to the teaching from two aspects of teaching and autonomous learning.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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