论高中语文阅读教学的阶段性-教育专业论文.docxVIP

论高中语文阅读教学的阶段性中文提要 论高中语文阅读教学的阶段性 中文提要 II II 论高中语文阅读教学的阶段性 中文提要 《普通高中语文课程标准（实验稿）》对阅读教学提出了全方位的要求，理念、 教材、教法都发生的翻天覆地的变化。这一课程标准实行至今已 5 年有余，但由于课 程改革过程中新情况层出，致使阅读教学仍然呈现一片分散无序的局面。其主要表现 为随意组合，破坏学生知识能力的建构。产生这种状况的原因主要是教师于缺乏宏观 把握教材的能力，单纯着眼于单篇教学；教师盲目照搬既成经验，过高定位学生自主 学习水平。阅读无序教学使语文教学收效少、见效慢、效果差、投入多的状况愈演愈 烈，学生阅读丧失了主动性、创造性。高中语文阅读阶段性教学以学生为主体，立足 学生实际，将阅读教学分为广泛性阅读教学阶段、批判性阅读教学阶段和合作化阅读 教学阶段。广泛性阅读教学阶段，以寻找学生阅读兴趣增长点为基本目标，以广泛的 内容刺激学生的阅读神经，以视频资料为辅助手段，增强学生的阅读欲望。批判性阅 读教学阶段，以张扬个性，反映学生认识水平为基本目标，以时代性较强的文本来激 发学生思考，以反复诵读为手段，加深对文本的理解。合作化阅读教学阶段，以提升 学生的思维能力，对语言文字的运用能力，以内涵较深刻的文本训练学生的思维发散 能力，通过合作学习、研究性学习等学习方式，在多层次互动中对问题进行多角度分 析。在阅读教学过程中，学生成为学习主体，教师在整个教学中扮演着主导的角色。 关键词：阅读教学；阶段性；广泛性阅读；批判性阅读；合作化阅读 作 者：任名扬 指导老师：缪葵慈 中文提要论高中语文阅读教学的阶段性 中文提要 论高中语文阅读教学的阶段性 III III On the stage of high school Chinese teaching of reading Abstract High school language curriculum standards (trial version) on the teaching of reading that a full range of requirements, concepts, materials, methods of earth-shaking changes have taken place. The curriculum standards has been more than 5 years, but the process of curriculum reform, the new layer out of the situation, causing scattered teaching of reading is still showing a disordered situation. The main performance at will, destroy the students knowledge of capacity building. Produce this situation is mainly due to the lack of macroscopic materials ability to simply focus on teaching a single article; blind All that experience high levels of independent learning orientation. Reading disorder so that effective teaching less effective slow, ineffective, put more teaching situation intensified, the students read the loss of initiative and creativity. Language teaching high school students as the main stage, based on the actual students will read the stage of reading instruction into broad, critical reading stage and the co-operative reading stage. Extensive reading stage, to find interested students to read the basic objectives of growth, with a wide range of content to stimulate students to re