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1、 学校代码：10200 研究生学号：10200200740166 分 类 号： G423 密 级：无 硕士学位论文 语言运用教学的反思与生成 Teaching Reflection And Generation In Language Teaching 作者：燕立为 指导教师：彭爽 教授 学科专业：教育硕士 研究方向：学科教学（语文） 学位类型：教育硕士 东北师范大学学位评定委员会 2010年10月 独 创 性 声 明 本人郑重声明：所提交的学位论文是本人在导师指导下独立进行研究工作所取得的成果。据我所知，除了特别加以标注和致谢的地方外，论文中不包含其他人已经发表或撰写过的研究成果。对本人的研
2、究做出重要贡献的个人和集体，均已在文中作了明确的说明。本声明的法律结果由本人承担。 学位论文作者签名： 日期： 学位论文使用授权书 本学位论文作者完全了解东北师范大学有关保留、使用学位论文的规定，即：东北师范大学有权保留并向国家有关部门或机构送交学位论文的复印件和电子版，允许论文被查阅和借阅。本人授权东北师范大学可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或其它复制手段保存、汇编本学位论文。 （保密的学位论文在解密后适用本授权书） 学位论文作者签名： 指导教师签名： 日 期： 日 期： 学位论文作者毕业后去向： 工作单位： 电话： 通讯地址： 邮编： I 摘 要 语
3、言运用能力是高考中最灵活最富有创新性的考点，既能考查学生驾驭语言的能力亦能了解学生情感态度与价值观的取向。教学中如何将考点与文本教学相渗透，“润物细无声”中涤荡一份文学气息，收获一份能力修养应是一线教师不断探究实践的主题。 然而，在高考重压之下，教师目光往往集中在方法的枯燥介绍和题海的单一解读，忽视了学生的主体兴趣，忘记了身边的实践素材，把乐趣演绎成了无奈，把情感制造成了机械，“灌输式”的规范答题技巧成了课堂的主题，严重束缚了学生想象力，压抑了他们的创造力。 基于此，本文从建构主义入手，结合教育心理学、方法论等观点，试图将语言能力与文本教学、生活实践结合起来，点燃激情，培养纵向思维能力，将仿写
4、、改写、压缩、评价等能力融注于文本的枝节中，开发文本，升华文本，生成能力。密切关注生活，巧用时尚元素，将经典的语言段子与活动课结合起来，笑声中体味语言的魅力，感悟语言的个性美，提升语言的运用能力。 本文注重结合课堂实践，提高能力修养，从开发文本、创设和谐课堂、优化教学资源、感悟名家语言、个性解读等方面深入剖析，巧设语用习题、拓展语用空间，通过语言沙龙等活动课开展辩论、演讲等实践活动，探讨了能力培养的途径和方法。初步探究了校本教材的建构和读本教材的运用，综合提高学生的语用能力。 总之，教学中，教师的主导作用要科学，学生的主体性要鲜明，“导学个性高效”的课堂要和谐，把握文本，发掘自我，展现自我，“
5、执子之手，与子偕行”是中学语文课堂永恒的主题。 关键词：语言运用；文本与读本；个性解读；实践提高；修辞 II Abstract Ability of using language is a testing point which is the most flexible and the most innovative in University Entrance Examination, because we can not only test language skills of students by it, we can also know their emotional attitud
6、e and values. How to connect testing points with texts reading teaching, how to influence your students with beauty of literary and at the meanwhile improving the teacher himself is a subject which the teacher in front line should pursue constantly. However, under the pressure of the University Entr
7、ance Examination, teachers often pay attention to boring introduction and explanation of lots of exercises, neglecting the interest of the students and forgetting their practical material. As a result, enjoyment in the class becomes dullness, emotions into inflexibility. Teaching the students skills
8、 in answer questions by pouring in with some standard becomes the focus of the class, which limits imagination of the students seriously and their creativity. To solve the problem, my essay using constructivism, combines pedagogical psychology and methodology, etc, trying to integrate language skill
9、 with text reading teaching and practice in life, which can make the students more active in their class and develop their ability of vertical thing. It also explains how to put the ability to copy, change, impact and evaluate the sentence into text reading learning, so that we can develop the text,
10、 sublimate the text and develop students ability. I also try to keep a close eye on life, use fashion elements wisely and make use of classical passage in the activity class, making students feel the charm of language and beauty of different expressions happily. My essay emphasizes how to improve st
11、udents ability by using practice in the class, and it also analyses how to develop text, create a harmonious class, optimize teaching resources and appreciate famous remarks and unscramble personality thoroughly. It also deals with how to make up the exercises on the use of language cleverly and how
12、 to expand room for the use of language. My essay also discusses the way to improve students ability by debating and speech in activity class. At the meanwhile, it explores the use of the construction of school-teaching materials and reading materials, to improve students language skills synthetical
13、ly. In a word, in our teaching, the main task of teachers must be scientific, and teachers must use students-centered method. The atmosphere of the class should be harmonious with the theme of guiding-personality-efficiency, based on text and showing personality. The idea of go with you hand in hand
14、 is the constant theme of Chinese class in middle school. Key words: the use of language；text and reading book；personality of comprehension；practice； rhetoric III 目 录 摘 要.I Abstract.II 目 录.III 绪 论.1 一、选题背景与问题.1 二、研究意义.错误！未定义书签。 三、语文新课程标准考纲中关于语言表达应用的说明.2 第一章 考题分析与反思.3 第一节 语言类考题分析与方法总结.3 第二节 高校语文自主招生命题的语言特质.4 第三节 高中语言运用能力教学现状与反思.5 第二章 语言运用能力的分类培养
