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目 录
中文摘要··························································································································6
英文摘要··························································································································7
前 言··························································································································9
一、语感的特征以及在语文教学中的意义································································10
（一）语感及其特征··································································································10
（二）语感培养在语文教学中的重要意义······························································12
（三）皮亚杰的图式理论对初中学生语感培养的启示··········································13
二、加强初中学生的诵读实践，构建言语图式························································14
（一）语感形成的原理及诵读对语感形成的意义················································14
（二）初中阶段诵读的特点、目标、内容····························································18
（三）诵读训练指导与方法····················································································19
三、加强初中学生的人文教育，构建观念图式和情感图式····································24
（一）人文素养对语感形成的意义········································································24
（二）人文教育在语文教学中的渗透····································································26
（三）注重教学各环节的人文性，营造语感获得的氛围····································29
结 语··························································································································34
注 释························································································································35
参考文献························································································································37
附 录························································································································39
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