新课改以来中学语文多元解读的分析和探讨
发布时间：2018-12-12 06:13
【摘要】：中学语文阅读教学的理念,从教师机械讲学生被动听,革新到如今的教师与学生互为主体共同学习,这一变化让阅读教学愈发散发活力。尤其是2001年语文课程标准改革(以下简称新课改)后,多元解读更是以其不可掩盖之优势渐入大众视野,随之出现了众多关于中学语文多元解读的研究。本文立足于中学语文多元解读的研究资料,在纵向上分析新课改后出现的对中学语文多元解读的研究,并在横向上探讨现在的多元解读所发生的变化,以期提出具有可行性的多元解读阅读教学策略。本文的写作思路如下:首先,论文从中学语文多元解读概述出发,对多元解读的定义、多元解读的必要性、可行性进行阐述,这是研究多元解读的基础和前提,是必不可少的一部分。其次,写到多元解读的理论分析。该部分从西方文论、国内理论两个角度进行理论支撑的论述,为多元解读的实施提供更加全面的理论支撑。随后,是对《义务教育语文课程标准》(2011版)和《普通高中语文课程标准》(2003版)中涉及的多元解读理念进行深入阐释。把其单独论述,目的是凸显两者在多元解读中的重要性,进一步表明多元解读是符合新课改革的正确理念和方法。理论与实践的唇齿相依性影响着论文的写作走向。对中学语文多元解读现状的研究与分析,就是与上述理论对应的实践层面的研究。多元解读现状的研究从三个角度展开:一是对学术论文中的中学语文多元解读进行研究与分析,二是对现阶段的中学语文多元解读现状进行调查研究和实时分析。此两个角度是从纵向和横向上分别把握中学语文多元解读的现状。三是对前两个角度进行对比,目的是全方位把握中学语文多元解读的成效和问题。明确问题后,论文的策略研究部分从学生的预习意识、师生解读能力、主题的把握、价值的延伸几方面层层递进地提出有针对性的策略,以期进一步完善中学语文多元解读。中学语文多元解读的研究是重点,也是难点,需要不停地探究,本文也只是一个浅层次的摸索探析,希望借此能为一线教师提供一些帮助。
[Abstract]:The idea of Chinese reading teaching in middle school, from teachers' mechanical talk to students' being heard and innovating, to teachers and students learning together, this change makes reading teaching more exuberant and vigorous. Especially after the reform of Chinese curriculum standards in 2001 (hereinafter referred to as the new curriculum reform), the pluralistic interpretation has gradually entered the public view with its investeable advantages, and many studies on the multi-interpretation of Chinese in middle schools have appeared. This paper, based on the research materials of Chinese multiple interpretation in middle school, analyzes the research on the multiple interpretation of Chinese in middle school after the new curriculum reform, and discusses the changes of the present multiple interpretation horizontally. In order to put forward the feasibility of multiple reading teaching strategies. The writing ideas of this paper are as follows: first, the paper starts from the summary of multi-interpretation of Chinese in middle school, expounds the definition, necessity and feasibility of pluralistic interpretation, which is the basis and premise of the study of multi-interpretation. Is an essential part. Secondly, the theoretical analysis of multi-interpretation is written. This part discusses the theoretical support from two angles of western literary theory and domestic theory, and provides more comprehensive theoretical support for the implementation of pluralistic interpretation. Then, it explains the multiple interpretation ideas involved in the Chinese Curriculum Standard of compulsory Education (2011 Edition) and the Chinese Curriculum Standard of General Senior High School (2003 Edition). The purpose of discussing them separately is to highlight the importance of both in the pluralistic interpretation, and to further show that the pluralistic interpretation is in line with the correct idea and method of the new curriculum reform. The dependence of theory and practice affects the writing trend of the thesis. The research and analysis of the multi-interpretation of Chinese in middle school is the practical level corresponding to the above theory. The present situation of multiple interpretation is studied from three angles: one is to study and analyze the multi-interpretation of Chinese in middle school, the other is to investigate and analyze the present situation of multi-interpretation of Chinese in middle school. This two angles are from the vertical and horizontal respectively grasp the status quo of the multiple interpretation of Chinese in middle schools. Third, the first two angles are compared, the purpose is to grasp the effectiveness and problems of multiple interpretation of middle school Chinese. After making clear the problem, the strategy research part of the thesis puts forward some targeted strategies from the aspects of students' preview consciousness, teachers' and students' reading ability, the grasp of the theme and the extension of value, in order to further improve the multivariate interpretation of Chinese in middle school. The study of multivariate interpretation of Chinese in middle school is the focus and difficulty, which needs to be constantly explored. This paper is only a shallow exploration, hoping to provide some help for the first-line teachers.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2374073
[Abstract]:The idea of Chinese reading teaching in middle school, from teachers' mechanical talk to students' being heard and innovating, to teachers and students learning together, this change makes reading teaching more exuberant and vigorous. Especially after the reform of Chinese curriculum standards in 2001 (hereinafter referred to as the new curriculum reform), the pluralistic interpretation has gradually entered the public view with its investeable advantages, and many studies on the multi-interpretation of Chinese in middle schools have appeared. This paper, based on the research materials of Chinese multiple interpretation in middle school, analyzes the research on the multiple interpretation of Chinese in middle school after the new curriculum reform, and discusses the changes of the present multiple interpretation horizontally. In order to put forward the feasibility of multiple reading teaching strategies. The writing ideas of this paper are as follows: first, the paper starts from the summary of multi-interpretation of Chinese in middle school, expounds the definition, necessity and feasibility of pluralistic interpretation, which is the basis and premise of the study of multi-interpretation. Is an essential part. Secondly, the theoretical analysis of multi-interpretation is written. This part discusses the theoretical support from two angles of western literary theory and domestic theory, and provides more comprehensive theoretical support for the implementation of pluralistic interpretation. Then, it explains the multiple interpretation ideas involved in the Chinese Curriculum Standard of compulsory Education (2011 Edition) and the Chinese Curriculum Standard of General Senior High School (2003 Edition). The purpose of discussing them separately is to highlight the importance of both in the pluralistic interpretation, and to further show that the pluralistic interpretation is in line with the correct idea and method of the new curriculum reform. The dependence of theory and practice affects the writing trend of the thesis. The research and analysis of the multi-interpretation of Chinese in middle school is the practical level corresponding to the above theory. The present situation of multiple interpretation is studied from three angles: one is to study and analyze the multi-interpretation of Chinese in middle school, the other is to investigate and analyze the present situation of multi-interpretation of Chinese in middle school. This two angles are from the vertical and horizontal respectively grasp the status quo of the multiple interpretation of Chinese in middle schools. Third, the first two angles are compared, the purpose is to grasp the effectiveness and problems of multiple interpretation of middle school Chinese. After making clear the problem, the strategy research part of the thesis puts forward some targeted strategies from the aspects of students' preview consciousness, teachers' and students' reading ability, the grasp of the theme and the extension of value, in order to further improve the multivariate interpretation of Chinese in middle school. The study of multivariate interpretation of Chinese in middle school is the focus and difficulty, which needs to be constantly explored. This paper is only a shallow exploration, hoping to provide some help for the first-line teachers.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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