28073.高中語文閱讀教學中多元解讀方法研究

1、分類號：G632.41G632.41密級：公開公開UDC：3737學校代碼：1106511065碩士專業(yè)學位論文高中語文閱讀教學中多元解讀高中語文閱讀教學中多元解讀方法研究方法研究于碧希于碧希指導教師孫盛濤教授鄭成業(yè)中學高級教師學位類別教育碩士專業(yè)領域學科教學˙語文答辯日期2017年5月25日AbstractReadinginstructionisofvitalimptanceinChineselanguageteachingofsen

2、ihighschoolmultipleinterpretationanoutbalancedreadinginstructionmethodwhichperfectmatchtherequirementoftrainingstudents’multianglemultilevelreadingabilitiesthatencouragedintheNewCurriculum.Themultipleinterpretationcannot

3、onlypayattentiontotheuniqueexperiencecomprehensionofthestudentsbutalsopromotetheincreaseoftheirChinesereadingabilitiesChineseaccomplishment.Inreadinginstructiontheambiguityofliterarywkstheindividualaesthetictasteofreader

4、sleadtodifferentstudentshaveadifferentcomprehensiononsametextalsothecomprehensionofsamestudentindifferentageswillslightlychange.TherefemultipleinterpretationisanindispensableteachingmethodinapprovingChineselanguageclassr

5、oomatmosphereteachingeffectiveness.TheappropriatemultipleinterpretationisthekeytothemultipledialoguebetweenstudentsteacherstextswhichisinlinewiththerequirementsofChineselanguageteachingliterarythey.Buttherestillexistssom

6、emistakenareaofmultipleinterpretationincurrentChineselanguageteachingsuchasthecomprehensionseparatefromthetexttheprocessbecomesamerefmalitytheimplicationdeviatingfromthemainstreamvalues.Consequentlythemultipleinterpretat

7、ionneedstoadapttotheguidepracticeofhisticalbackground.Thispaperisdividedintothreeparts:Inthefirstparttheauthmainlyanalyzesthedifferentdefinitionsofmultipleinterpretationsintheacademiafocusedmainlyonthetheeticalbasisofmul

8、tipleinterpretations.ThesecondpartmainlydiscussesthecurrentsituationofthemultipleinterpretationinsenihighschoolChinesereadinginstructionsimultaneouslyanalyzestheexistingproblemsreasonsofthemultipleinterpretationbyapplyin

9、gdifferentmethods.Thethirdpartfocusesonanalyzetheexistingproblemsofmultipleinterpretation.Inthereadinginstructionthemethodofmultipleinterpretationcanbestudiedfromtwoangleswhichmakesthemultipleinterpretationmeinnovativesp

10、ecificpractical.Oneistoadjusttheteachingphilosophyofteachersbyapplyingscaffoldingteachingestablishingaconvincibleauthitysubsequentlybyguidinginspiringstudentshaveanindividualunderstingofmultipleinterpretationbasedonequal

11、dialoguesothatpromotethefmationofstudents’multipleinterpretationofthetruesignificanceAnotheroneistooptimizetheclassroomteachingmethodsbyusingfeasiblemethodssuchasmixfillermethodreductiveinquirymethodcomprehensivecomparis

12、onmethodfthemultipleinterpretationsprocessofliterarytextthatprovidesapiraticalmethodsfstudents’multipleinterpretation.Keywds:Chineselanguageteachingofsenihighschoolreadinginstructionmultipleinterpretationoptimizationstra