最新高中生論文：高中語(yǔ)文教學(xué)中的經(jīng)典文學(xué)教學(xué)研究

高中生論文：高中語(yǔ)文教學(xué)中的經(jīng)典文學(xué)教學(xué)研究【中文摘要】隨著科技時(shí)代的到來(lái),一種浮華的氣息正在侵?jǐn)_著這個(gè)多變的社會(huì),擾亂著人們的精神與思想,尤其是快速經(jīng)濟(jì)帶來(lái)的一系列的快餐文化,使得人們的情感冷漠化、空虛化,這種思想也侵蝕著青年一代,這不僅引起了社會(huì)學(xué)者們的反思,反思在大一統(tǒng)傳統(tǒng)文化的中國(guó)社會(huì)中,人們道德意識(shí)與情感意識(shí)的強(qiáng)勁,從而更加關(guān)注經(jīng)典文化的回歸問(wèn)題。在幾經(jīng)反思社會(huì)問(wèn)題之后,終歸學(xué)生的教育問(wèn)題。面對(duì)新課改下的語(yǔ)文教材,經(jīng)典文學(xué)作品的選材與數(shù)量的增多無(wú)疑是對(duì)整個(gè)社會(huì)大背景的思考之后采取的有意義的教育壯舉。然而,由于人們遠(yuǎn)離經(jīng)典多時(shí),以及快餐文化的侵襲,使得經(jīng)典文學(xué)的教學(xué)未能取得可觀的效果。筆者在參考前人的研究成果根底上,對(duì)于經(jīng)典文學(xué)研究狀況有了一定的了解,也針對(duì)于筆者對(duì)于前人研究的某些方面的質(zhì)疑做了深刻的思考與研究,根據(jù)時(shí)代開(kāi)展的要求和新課標(biāo)的指示,采取文獻(xiàn)法、調(diào)查問(wèn)卷法、訪談法、分析比擬法,并結(jié)合教育心理學(xué)、社會(huì)學(xué)、語(yǔ)文課程與教學(xué)論的相關(guān)理論知識(shí)進(jìn)行了研究和分析。分別對(duì)當(dāng)前的高中生在學(xué)習(xí)經(jīng)典文學(xué)興趣、經(jīng)典意識(shí),現(xiàn)代相關(guān)因素對(duì)他們的影響等方面展開(kāi)了深入的調(diào)查,與此同時(shí),也對(duì)教師在教學(xué)的過(guò)程中對(duì)于經(jīng)典文學(xué)的教學(xué)動(dòng)態(tài)與方法等方面進(jìn)行了深刻反思。最后經(jīng)過(guò)整理分析后,結(jié)合自己的教學(xué)經(jīng)驗(yàn)進(jìn)行適度的教學(xué)策略的研究,使得這次研究在理論層面和實(shí)踐層面取得一定的效果。全文共分為四章。第一章：緒論。這一章主要是根據(jù)自身在進(jìn)行經(jīng)典文學(xué)教學(xué)的實(shí)際情況中遇到的問(wèn)題提出了思考,并結(jié)合我國(guó)以往的關(guān)于經(jīng)典文學(xué)的教學(xué)現(xiàn)狀進(jìn)行了分析研究,提出了本次研究的和意義。第二章：經(jīng)典文學(xué)的概念界定與意義。首先闡釋了“經(jīng)典文學(xué)〞的抽象性定義和操作性定義。其次,闡述了經(jīng)典文學(xué)在不同層面的意義。這也是學(xué)者們呼吁經(jīng)典文學(xué)回歸以及加強(qiáng)經(jīng)典文學(xué)教育教學(xué)的所在。第三章：高中語(yǔ)文教學(xué)中經(jīng)典文學(xué)教學(xué)實(shí)施效果不佳的原因。這一章主要從社會(huì)文化的影響、教育體制的因素、教師的因素、經(jīng)典文學(xué)本身的特殊性以及學(xué)生的因素等五個(gè)大方面展開(kāi)了相應(yīng)的詳細(xì)分析。其旨在通過(guò)對(duì)影響經(jīng)典文學(xué)教學(xué)效果的各種因素有更清晰的了解,為更好地展開(kāi)教學(xué)策略提供根底。第四章：經(jīng)典文學(xué)教學(xué)實(shí)施的策略。這一章是根據(jù)第三章關(guān)于經(jīng)典文學(xué)教學(xué)得不到良好實(shí)施原因的分析根底上,提出的有針對(duì)性的教學(xué)策略。主要從國(guó)家和社會(huì)、學(xué)校和語(yǔ)文教師、父母以及高中生本身入手,進(jìn)行相對(duì)細(xì)致的建議以及策略的探索。特別強(qiáng)調(diào)的是教師在自身修養(yǎng)和教學(xué)觀念與教學(xué)方法上的更新與改良,并結(jié)合筆者的實(shí)際教學(xué)經(jīng)驗(yàn),以莊子的?逍遙游?為教學(xué)案例,結(jié)合著時(shí)代的要求以及學(xué)生自身的開(kāi)展需要,對(duì)中外經(jīng)典文學(xué)進(jìn)行比照,初步探索一條等待檢驗(yàn)的經(jīng)典文學(xué)教學(xué)方法。其最終是能夠在多元文化的滲透中,尋求到自己的人生價(jià)值。此次對(duì)高中語(yǔ)文教學(xué)中經(jīng)典文學(xué)的教學(xué)研究,希望能夠?qū)η叭死碚撗芯康某晒兴^承與開(kāi)展,為以后的經(jīng)典文學(xué)教學(xué)研究提供一定的理論借鑒。在學(xué)生層面,不僅可以培養(yǎng)學(xué)生們的“經(jīng)典意識(shí)〞,從而激發(fā)他們學(xué)習(xí)經(jīng)典文學(xué)的興趣,擴(kuò)充知識(shí)面,培養(yǎng)多元思維能力；而且可以全面提高他們的語(yǔ)文素養(yǎng),樹(shù)立有利于學(xué)生開(kāi)展的人生觀、價(jià)值觀和世界觀。在教師的層面：不僅可以提高教師的多元知識(shí)能力和人文素養(yǎng),探求更加有價(jià)值的教學(xué)策略；而且也能增加教師教學(xué)的熱情,增進(jìn)職業(yè)幸福感,最終使得高中語(yǔ)文經(jīng)典教學(xué)的實(shí)施收到良好的效果。對(duì)于社會(huì)開(kāi)展的層面：為社會(huì)的開(kāi)展提供的多元化的創(chuàng)新人才‘,并逐步提高我國(guó)的國(guó)民素質(zhì),促進(jìn)我國(guó)更好更快的開(kāi)展?！居⑽恼縒iththearrivaloftheeraoftechnology,aflashybreathisintrusivethechangeablesociety,disturbedpeople’sspiritandthoughts,especiallyrapideconomicbringsaseriesoffastfoodculture,makepeople’semotionofLengMoHuaandempty,thiskindofthoughthasalsoerodedtheyounggeneration,thisnotonlycausedsocialscholarsinthereflection,thetraditionalcultureofthought-unificationreflectChinesesociety,peoplemoralconsciousnessandemotionalconsciousness,andpaymoreattentiontothestrongclassicculturalregressionproblems.Afterseveralreflectionsocialproblemsinstudents’educationproblem,andit.FacingthenewcurriculumreformofChineseteachingmaterial,classicworksofliteraturematerialselectionandincreasingisundoubtedlytothesocialbackgroundofafterthethinkingofmeaningfuleducationadoptedfeat.However,sincepeopleawayfromclassicalforlongtime,andfast-foodculturetoinvade,makestheteachingofclassicliteraturefailstowinconsiderableeffect.Theauthorinreferencetopreviousresearchbasisforclassicliteratureresearch’status,hasanunderstandingofandfortheauthoralsoforcertainaspectsofpreviousstudiesquestioneddiddeepthoughtandresearch,accordingtothedemandsofthedevelopmentoftimesandnewcoursestandardliteratureandinstructions,andadoptquestionnairemethod,interviewmethod,analysis,comparison,andcombiningeducationpsychology,sociology,Chinesecoursesandteachingtheoryrelevanttheoreticalknowledgearestudiedandanalyzed.Forthecurrenthighschoolstudentsrespectivelyinlearningclassicalinterestinliterature,classicalconsciousness,moderncorrelativefactorsontheirinfluencesuchaspectsofthethoroughinvestigation,meanwhile,alsointheteachingprocessofteachersfortheteachingofclassicliteratureindynamicandmethodofprofoundreflection,etc.Finallyafteranalysis,thecombinationofmyteachingexperienceofappropriateteachingstrategy,makingthisresearchintheoreticalandpracticalaspectsobtainscertaineffect.Fulltextisdividedintofourchapters.Thefirstchapter:introduction.Thischapterismainlybasedonitsowninclassicalliteratureteachingactualsituationproposedproblemsofthinking,andcombinedwiththeclassicalliteratureinourpreviousonanalysisofthecurrentsituationofteachingandputsforwardtheresearchofpurposeandmeaning.Chapter2:classicliteratureconceptsandmeanings.Firstexplains“classicliterature〞abstractdefinitionandoperationaldefinition.Secondly,thispaperexpoundstheclassicliteratureindifferentlevelsofsignificance.Thisisalsocallingforclassicliteraturescholarsandstrengtheneducationreturnclassicalliteratureteachingpurposelies.Chapter3:highschoolteachingofChineseclassicalliteratureteachingimplementationtheeffectnotbeautifulreasons.Thischapterbasicallyfromthesocialandculturalinfluencefactorsofeducationsystem,theteachersandthefactorsandtheparticularityoftheclassicliteratureitself,andthestudentfactors,suchasthefivebigaspectsofthecorrespondingdetailedanalysis.Itsaimstoaffectclassicliteratureteachingeffectofvariousfactorshaveclearerunderstanding,forbetterteachingstrategiesbasedonoffer.Chapter4:classicliteratureteachingimplementationstrategies.Thischapterisaccordingtothethirdchapteronclassicliteratureteachingnotgoodimplementationbasedontheanalysisofthereason,proposedthetargetedteachingstrategy.Mainlyfromthestateandsociety,schoolandChineseteachers,parentsandhighschoolstudentswithrelativemeticulous,itselftheadviceandstrategiesexploration.Specialemphasisisateacherintheirself-cultivationandteachingideaandteachingmethodofinnovationandimprovement,andcombiningtheactualteachingexperience,zhuangzi’sxiaoyaoyou“forteachingcase,incombinationwiththerequirementsofTheTimesandthestudent’sowndevelopmentneeds,comparedtochinese-foreignclassicliterature,preliminaryexplorationofaawaitingtestclassicliteratureteachingmethods.Theultimategoalistobeabletointhemulticulturalpenetration,seektotheirlifevalues.AccordingtoChineseteachinginseniorhighschool,theclassicliteratureteachingresearchinhopesoftheoreticalresearchachievementofpredecessorshaveinheritanceanddevelopment,forthefollowingclassicliteratureteachingresearchprovidecertaintheoreticalreference.Inthestudentlevel,notonlycancultivatestudents’“classicalconsciousness〞,thusstimulatestheirinterestinlearningclassicliterature,andexpandtheknowledge,developdiversethinkingability;AndcanimprovetheirChineseaccomplishment,setsupthebenefitstudentsdevelopmentoutlookonlifeandvaluesandoutlook.Intheteachers’level:cannotonlyimproveteachers’pluralisticknowledgecapabilityandthehumanities,seeksmorevaluableteachingstrategy;Andalsocanincreaseteachers’teachingenthusiasm,improvevocationalhappiness,eventuallymakinghighschoolChineseclassicalteachingimplementationreceivethegoodresult.Forsocialdevelopmentlevelforthedevelopmentofthesociety,toprovidemorediversifiedinnovativetalents,andgraduallyenhanceChina’snationalquality,promotingthedevelopmentofbetterandfaster.【關(guān)鍵詞】高中生經(jīng)典語(yǔ)文教學(xué)策略【英文關(guān)鍵詞】HighschoolstudentsclassicalChineseteachingstrateg【目錄】高中語(yǔ)文教學(xué)中的經(jīng)典文學(xué)教學(xué)研究

摘要

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Abstract

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緒論

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1.1研究的目的和意義

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