古代诵读理论与中学语文诵读教学

发布时间：2018-08-18 17:32

【摘要】：诵读作为语文学习的一种重要方法,其作用是不容忽视的。但由于种种因素的影响,当今中学语文诵读已渐渐沦为一种形式,缺乏应有的效果。导致这种现象的原因,是中学语文诵读的引导和教学方法存在一些突出的误区和盲点。为了改变这种状况,当前中学语文教学界可以有选择性地吸取中国古代诵读理论中的经验和方法。通过梳理可见,古人诵读讲究次序,从外到内,从眼看到口诵再到心感。首先,眼看和口诵属于诵读的基础形式。眼看又是口诵前的准备,包括通看法、分类法、圈点标记法和会通法；口诵是诵读的中间程序,是从眼看到心感的过渡,包括声调、音节和语速。其次,心感是诵读的内在要求,古人提出诵读要循序渐进、熟读精思、虚心涵泳、著紧用力以及居敬持志。最后,内化于心的结果要借助一定的诵读方法去实现,比如选择记忆法、时间分配法、累积增读法、优游渐积法、良师友切磋法和复书法,这些都是具体可操作的方法,并且涵盖了一定的诵读标准。中国古代诵读理论对当前中学语文教学的借鉴价值,体现在以下几个方面：首先,教师应引导学生有效诵读。第一,教师应该做好诵读前的准备。细致安排任务,包括将时间分段化,内容具体化,形式明确化,目标清晰化。第二,要加强指导。教师有必要根据教材里不同类型的课文提出相应的诵读方法,并以表格形式呈现出来,以备学生参考。第三,要采取有效监控的措施。根据时段调整监控目标,根据学情调整监控策略。第四,做好反馈工作,建立长效反馈机制,拓展反馈方式。第五,改进评价。优化评价语,增加评价主体。其次,学生应为有效诵读创设条件。第一,根据自身精神状态和课文体裁选择诵读方法。第二,根据文本的难易程度和时间的完整性合理安排诵读时间。第三,自觉应用学习策略,比如记忆加工策略。
[Abstract]:As an important method of Chinese learning, the role of recitation can not be ignored. However, due to the influence of various factors, Chinese reading in middle schools has gradually become a form of reading, lack of due effect. The reason for this phenomenon is that there are some prominent misunderstandings and blind spots in the guidance and teaching methods of Chinese reading in middle schools. In order to change this situation, Chinese teaching in middle schools can selectively absorb the experience and methods of ancient Chinese reading theory. Through combing, the ancients chanted about order, from outside to inside, from eyes to mouth to heart. First of all, sight and oral recitation belong to the basic form of recitation. It is also the preparation for oral recitation, including general perception, classification, ring marking, and communication; oral recitation is an intermediate procedure for reciting, and it is the transition from the eye to the heart, including tone, syllable, and speech speed. Secondly, the feeling of heart is the inner requirement of recitation. The ancients suggested that recitation should be gradual, familiar with the essence, open to swimming, tight and respectful. Finally, the result of internalization should be realized by certain reading methods, such as selective memory method, time allocation method, cumulative reading method, superior swimming gradual product method, good teacher and friend learning method, and complex calligraphy method. These are all specific and operable methods. And covers certain reading standards. The reference value of ancient Chinese reading theory to Chinese teaching in middle school is reflected in the following aspects: first, teachers should guide students to read effectively. First, teachers should be prepared before reading. Carefully arrange tasks, including segmenting time, specifying content, defining form, and clarifying goals. Second, we should strengthen guidance. It is necessary for teachers to put forward the corresponding reading methods according to the different types of texts in the textbook and present them in tabular form for the reference of students. Third, effective monitoring measures should be taken. Adjust the monitoring target according to the period of time and adjust the monitoring strategy according to the learning situation. Fourth, do a good job of feedback, establish a long-term feedback mechanism, expand the way of feedback. Fifth, improve evaluation. Optimize the evaluation language and increase the subject of evaluation. Secondly, students should create conditions for effective reading. First, according to their own mental state and text genre choice of reading method. Second, according to the difficulty of the text and the integrity of the time reasonable arrangement of reading time. Third, self-conscious application of learning strategies, such as memory processing strategies.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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