试论体验式语文阅读教学

体验对于语文阅读教学具有重要意义,它不仅可以促进学生阅读个性的发展,可以调动学生已有的知识经验,还可以促进情感的内化。体验式语文阅读教学,非常重视学生主体的参与、思想的陶冶和情感的涌动。在阅读教学中,我们可以从阅读兴趣、生活经验、角色转换以及对话交流等角度出发,促进体验的生成,增强阅读教学的魅力。     

论新课标背景下小学语文阅读教学的改革

新课标对小学语文阅读教学要求要积极培养学生的阅读和认识能力,注重情感体验,多鼓励学生进行探究性学习,目前小学语文阅读教学还存在着一些问题,进行阅读教学改革需要教师运用多种教学方法,学习新方法、新思路,不断总结教学经验,从而促进学生阅读水平的提高。本文通过对小学语文阅读教学的现状进行分析,从而进一步提出新课标背景下小学语文阅读教学改革的策略,希望可以促进小学生语文阅读水平的提升,提高教学质量。     

以情感教育提高中学生的语文阅读兴趣

兴趣是最好的老师,培养语文阅读的兴趣可以提高学生学习的效率,促进学生更加积极地去阅读甚至更深的探究。在语文阅读教学中,教师通过情感教育可以激发学生对文字的感情和文字阅读的兴趣,从而提高学生的语文阅读能力和水平。语文阅读中的情感教育可以通过情境教学使学生体验情感,可以通过问题与思考激发学生的情感,可以通过发挥想象使学生领悟情感,也可以通过调动氛围与学生交流情感。     

真情体验,让阅读教学充满快乐

根据新的《语文课程标准》的要求,语文阅读教学应尊重学生个体的"独特感受、体验和理解"。为此,笔者认为,阅读教学宜采用体验式教学方式,学生在阅读文本的过程中应融入自己的情感,激活已有的生活经验,真情体验,快乐地学习语文。本文就此着重谈了体验式阅读教学的三大功能:(一)激活参与意识,确立学生的主体地位;(二)促进经验转换,提高学生的审美感受;(三)丰富生活体验,提高学生的语文素养。同时提出了释放体验式阅读教学功能的三种方法:(一)放下包袱,在阅读中敢想、敢悟;(二)创设情境,在阅读中感悟生活;(三)给够时间,在阅读中体验文本。     

关注课文之外的教材内容

“阅读是学生的个性化行为。”阅读教学应引导学生钻研文本,在主动积极的思维和情感活动中,在自己前语文经验的基础上对教材、课文进行个性化体验。教材中的每一幅插图、每一个习题都是经过编者精心设计的,这些内容可以帮助学生更好地体验文本。所以,笔者认为,阅读教学应积极关注那些容易被教师遗忘的课文之外的教材内容,促进学生对文本进行有效的体验。这样,才能让学生的语文素养得以更好的发展。     

几个课堂教学片断引发的思考——语文阅读教学中该如何处理学生“个性化体验”

语文阅读教学要重视学生的个性化体验,学生的人生阅历、个人经验、心境、文化程度等决定了阅读体验的差异性和独特性。在语文阅读教学中,语文教师该如何处理学生的"个性化体验"?可以从三方面去努力:给学生充分体验的时空,让学生在阅读中学会阅读;珍视独特的体验,鼓励学生表达体验;尊重个体间体验的差异性,提高学生的阅读质量。     

论提高语文阅读教学质量的有效途径

阅读教学是语文教学的重头戏,其效率的直接影响语文教学质量的提高。阅读教学可以检测学生基础知识的掌握和运用,还可以不自觉地增加学生的识字量,提高学生的写作能力和思想道德素养。语文新课标对学生学习语文也提出新的要求,很多一线语文教学都在积极探索提高语文阅读教学质量的有效途径。经过近年的语文教学实践,我认为应做到培养学生的阅读兴趣;用生活的经验解读文本;还原学生阅读中的主体地位,突出阅读中的体验与感悟;重视主体的情感态度,创设阅读情境,激发阅读兴趣;强化语言训练意识方面有突破,语文阅读教学的质量一定能逐步提高。     

小学语文阅读教学的审美建构

阅读教学是小学语文教学的重点内容,教材中的阅读题材是经过严格筛选的,其题材丰富、手法精确、描写生动和情感细腻,选载的语文阅读课文必须符合文学审美,可能不是面面俱到,但肯定会有某个方面的文学审美价值是值得教师去深挖和发现。语文教学中教师对文章的审美判断直接影响小学生阅读题材的审美体验,语文学科的人文特征决定了教学中要重视学生的审美感受和情感需求。阅读审美教学包括语句欣赏、手法解析、德育培养和情感体验等,教师可以从各个方面渗透阅读审美以提高学生理解能力。本文根据分析传统阅读教学存在的审美构建问题探索语文阅读教学策略,以美感促进学生阅读兴趣培养和个人美德建设。     

高中语文阅读体验教学思路分析

阅读历来被称为"学习之母、教育之本",良好的阅读可以开拓学生视野、提升学生的理解能力,因此阅读教学成为语文教学中的重要组成部分。体验式阅读教学是通过教师创设情境,引导学生主动学习,从自己的生活经验和内心需要出发,调动各种感官去体验阅读,最终获得情感体验的过程。为了更好地提高学生的阅读能力和审美能力,高中语文教师在教学中,应充分认识到阅读体验教学的重要性,并找寻合适的方式提升学生的阅读体验,挖掘适宜学生情感体验的文本内涵,充分利用学生的心理感受,提高高中语文的教学质量。     

自主学习,情感体验——小学语文阅读教学的新出路

培养小学生阅读兴趣和能力是阅读教学的主要目标,但是以往的阅读教学无法使学生的积极主动性得到提升,因此需要进行教学改革。可以通过设置自主学习,情感体验的阅读教学情境,使学生意识到阅读的重要性,从而更加主动进行阅读。本文分析目前小学语文阅读教学存在的问题,并且找出有效的解决方法,促进阅读教学效率的提高。     

中学语文教师的口语表达素质

中学语文教师的口语素质是一个非常重要的问题。一个中学语文教师应以自己示范性的口语表达给学生 ,作语言运用的榜样 :以启发性的语言开发学生的智力 ,培养学生的创造精神 ;以生动传神、富有感染力的语言激发学生学习语文的感情和兴趣 ;并时刻注意学生的反应 ,调控语言的节奏、深浅、快慢等。     

以《猜猜我有多爱你》为例看我国幼教工作者对国外优秀儿童图画故事书的了解与评价

采用问卷法和访谈法了解我国幼教工作者对《猜猜我有多爱你》这本国外儿童图画故事书的主要看法,结果发现:他们对该书给予了很高的评价,并表示自己"非常喜欢"这本书;认为儿童也会"很喜欢"这本书;觉得该书对儿童的"总体教育效果"很好,不仅能促进儿童语言、情感的发展,而且能促进儿童智力发展。我们要积极引进国外经典图画故事书,并注意引导儿童家长掌握基本的读书策略。     

关于在语文教学中推进阅读的思考和实践

通过实施生本教育,笔者体会到阅读在语文教学中的重要性,它激发学生思维,引起学生感悟,为学生创造力的培养提供动力支持。因此,让学生进行大量阅读成为了语文教学顺利开展并取得显著效果的重要有机部分。     

Reading motivation,perceptions of reading instruction and reading amount: a comparison of junior and senior secondary students in Hong Kong

This study examined the relations between students' reading motivation, perceptions of reading instruction and reading amount, together with grade differences, in a Chinese educational context. A total of 1,146 students from 19 secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. The study's findings indicated that students' intrinsic motivation was most strongly related to their reading amount. Students' perceptions of the reading instruction they received in their Chinese language class were significantly related to their reading motivation, but were only indirectly related to their reading amount, being mediated through reading motivation. Consistent with previous studies, significant grade differences were found in all types of reading motivation, students' perceptions of reading instruction and students' reading amount. The findings indicated that junior secondary students had better self‐efficacy, intrinsic motivation, extrinsic motivation and social motivation than senior secondary students. The largest grade difference was in students' self‐efficacy. Junior secondary students also perceived the reading instruction in their Chinese language class as more mastery‐oriented and read more frequently than senior secondary students. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed.     

语文课堂教学改革的思考与实践

新的语文课程标准,新的语文教育理念,对语文课堂教学改革提出了新的要求.随着教学改革的深入开展,教师的教学行为,学生的学习方式,必将发生新的变化.语文课堂教学应激发学生的学习兴趣,注重培养学生自主学习的意识和习惯,为学生创设良好的自主学习情景,鼓励学生选择适合自己的学习方式,引导学生在实践中学会学习,同时要注重开发学生的创造潜能,促进学生持续发展.     

语文阅读指导与作文创新教育的结合发展

为促进学生阅读与写作能力的同步提高,教师要分析目前小学语文教学中存在的问题,优化阅读与作文教学。通过引导学生阅读和仿写练习;深化阅读情感体验,激发写作动机;以写作拓宽阅读视野,实现读写共进,促进学生语文综合能力的提高。     

“感受性阅读”的三重内涵

感受性阅读是涵盖语言教学中涉及的所有文本的一种根本性的阅读活动,是各种具体阅读的共同基础,在当前语文课改的阅读教学中具有十分重要的意义,需要在认真探索研究中不断提高其实效性。     

The effects of cognitive strategy instruction on Chinese reading comprehension among Hong Kong low achieving students

This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program in their regular Chinese language lessons. The findings in this study generally supported that the Program had a positive impact on the reading development of low achieving students. Students who received strategy instruction made superior gains in comprehension performance, used more strategies during their reading process, had more knowledge about, strategy use, and showed a more positive attitude toward the reading instruction than did their peers who received traditional Chinese language instruction. Students’ improvements on their strategy use and reading comprehension were maintained 4 months after the termination of the Program. However, the positive treatment effects of the Program were not transferred to other school subject materials, and students’ reading motivation did not have significant changes after the Program. Factors contributing to the success of the Program as well as its limitations are discussed.     

Collaborating with front-line teachers to incorporate self-regulated learning in Chinese language classes

This study aimed to initially explore the possibility of helping front-line teachers to integrate the principles of self-regulated learning (SRL) into Chinese reading instruction in a 1-year collaborative project. A total of 197 Secondary 3 students and 6 Chinese language teachers from a secondary school in Hong Kong participated in the study. The findings of quantitative and qualitative data in this study generally support the feasibility of incorporating the elements of SRL in Chinese reading instruction. Students improved their comprehension performance, intrinsic motivation, strategic knowledge, and strategy use after this learning experience. Teachers also expressed positive attitudes towards the new instruction and made constructive changes on the instructional materials and activities. However, the study found teachers' traditional beliefs might affect theimplementation of SRL instruction. The implications of these findings for understanding Chinese students' capacity for SRL and planning effective reading instruction to enhance their SRL abilities are discussed.