初中语文阅读教学中学生默读能力发展研究

发布时间：2018-08-24 21:20

【摘要】：在需要广泛迅速获取资讯的现代社会,良好的默读能力很大程度上决定着人的学习能力和适应社会的能力。人的默读能力并不是凭空产生的,需要在语文阅读教学中培养和发展,但从相关研究结果来看,在阅读教学的课堂上默读被忽视的现象十分严重。初中生默读能力明显达不到课程标准的要求,表现出默读速度慢,理解浮于表面,信息提取零散,获得的多为个人感悟,缺少欣赏评价等问题。因此有必要探讨在阅读教学中发展学生的默读能力,为实现语文课程标准中培养学生“具有适应实际生活需要的阅读能力”这一目标提供一些建议。本研究在分析文献的基础上,界定了默读、默读能力,辨析了与之相关的浏览、略读、精读,在此基础上探讨了默读在阅读教学中的特征。通过广泛梳理分析课程标准确定的初中阶段学生默读能力发展的具体目标,收集分析了现阶段关于初中生默读能力现状的研究,与上述培养目标进行对比,发现初中阶段学生默读能力总体达不到培养目标,具体表现为默读速度慢,默读理解浅显,策略不足,缺乏对默读过程的自我监控等方面的问题。针对这样的现状,为了探讨在阅读教学中发展默读能力的方法,通过对阅读心理和认知心理相关研究成果的分析,得出默读认知心理过程中影响默读能力的一些基本规律。结合具体案例将这些基本规律与阅读教学的课堂实际相联系,最后综合上述研究,从加强对默读能力重要性的正确认识,教师的指导和学生的默读实践几个方面提出了一些设想建议。
[Abstract]:In the modern society, which needs extensive and rapid access to information, good silent reading ability largely determines people's ability to learn and adapt to the society. People's silent reading ability is not born out of thin air. It needs to be cultivated and developed in the teaching of Chinese reading. However, the phenomenon of silent reading is very serious in the classroom of reading teaching. Junior high school students' silent reading ability obviously can not meet the requirements of curriculum standards, showing slow reading speed, understanding floating on the surface, information extraction scattered, mostly for personal perception, lack of appreciation evaluation and so on. Therefore, it is necessary to explore the development of students' silent reading ability in reading teaching, so as to provide some suggestions for the purpose of developing students' reading ability to meet the needs of real life in the Chinese curriculum standard. Based on the analysis of the literature, this study defines the silent reading and silent reading ability, and analyzes the related browsing, skimming and intensive reading. On this basis, it discusses the characteristics of silent reading in reading teaching. Through the extensive analysis of the specific objectives of the development of the students' silent reading ability in junior high school, which was determined by the curriculum standard, the author collected and analyzed the current research on the current situation of the students' silent reading ability, and compared it with the above training objectives. It is found that the students' silent reading ability in junior middle school can not reach the training goal on the whole, which is manifested in the following aspects: slow reading speed, simple reading comprehension, insufficient strategies, lack of self-monitoring of the silent reading process, and so on. In view of this situation, in order to explore the method of developing silent reading ability in reading teaching, through the analysis of reading psychology and related research results of cognitive psychology, some basic laws that affect silent reading ability in the process of silent reading cognitive psychology are obtained. Combined with specific cases, these basic laws are connected with the classroom practice of reading teaching. Finally, the above research is synthesized, and the correct understanding of the importance of silent reading ability is strengthened. The teacher's instruction and the students' silent reading practice put forward some tentative suggestions.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.33

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