【作者】 赵妍；

【导师】 闫守轩；

【作者基本信息】 辽宁师范大学 ， 课程与教学论， 2013， 硕士

【摘要】 初中语文阅读教学问题一直都是教育工作者最关注的热门话题,如何解决初中语文阅读教学中的问题,能够更好的培养初中生的阅读兴趣,提高初中生的阅读能力,更多的教育工作者进行了深入的研究和实践。阅读教学对于初中生阅读能力的提高、初中语文教学主要任务的完成发挥着重要的作用和意义。阅读教学的目的不仅仅是教会学生阅读的知识,更重要的是让学生了解阅读的技能和方法、形成独立的阅读能力、养成良好的阅读习惯、增加学生的阅读兴趣。然而在实际阅读教学中,仍然存在很多问题。在前人研究成果的基础上,笔者针对语文教师在阅读教学的观念、备课情况、课堂教学设计以及学生阅读观念、学生阅读兴趣、学生课堂参与的情况等方面进行研究和分析。找出了阅读教学中存在的问题,并针对问题,进行分析,最后提出改善初中阅读教学的有效策略。本研究主要分为四个部分。第一部分是绪论,主要包括研究背景、研究意义、国内外研究综述、概念界定、研究方法(主要包括文献法、访谈法以及问卷调查法)五个方面。第二部分初中语文阅读教学中存在的问题。主要从教师和学生在语文阅读教学中存在的问题进行分析。从教师角度分析,教师备课资料来源单一教师语文专业知识薄弱、教师课堂提问水平较低、教师对学生的回答的评价不够充分。从学生角度分析,学生阅读的功利性较强、学生阅读时间少、学生课堂参与意识较差。第三部分是初中语文阅读教学中存在的问题的归因分析,一方面从教师对阅读教学的认识、教师的课前准备、教师课上阅读教学的技能三个方面分析。另一方面从学生对阅读的重视程度、学生阅读的兴趣等方面分析。第四部分是在分析初中语文阅读教学中存在的问题及归因分析的基础上,笔者提出了五个改善初中语文阅读教学的对策。第一,增强阅读意识,提高语文教师阅读水平；第二,教学设计多样化,激发学生阅读兴趣；第三,开展多样的课外阅读活动；第四,师生互动,优化阅读课堂；第五,改变阅读课堂评价方式,注重形成性评价；第六,优化阅读环境,创设阅读氛围。真心希望以上对策能够改善初中语文阅读教学的现状,激发初中生对语文阅读学习的兴趣,从而在愉悦的教学活动中提高阅读能力。更多还原

【Abstract】 Junior high school language teaching of reading problems has always been the focus of attention of the educators. How to solve the problem of language reading in order to improve the reading interest of junior high school students, and the ability of reading. Most of researchers have studied these problems and more education research. Reading teaching with the improvement of reading ability in junior high school, the main task of Chinese teaching completed plays an important role. The purpose of reading teaching is not only teaching students about the knowledge of reading. What is more important for students is to understand reading skills and methods, and develop the reading ability, develop good reading habits, and Increase students’ interest in reading. However, during the actual reading teaching, it still has many problems. On the basic of the predecessors’ research results, the author offer some researches and analysis about the idea of reading teaching, the situation of teaching design and the concept of students reading, students’ reading interest and so on. Find out the problems existing in the reading teaching, and in view of the problems, the author analysis and put forward effective strategies to improve the reading teaching of junior middle school.This research is divided into four parts. The first part is introduction, including background of the research, the meaning of research, review of research between china and other countries, concept definition, research method,(the literature method, interview method and questionnaire survey) in five aspects. The second part is about problems existing in the junior middle school about Chinese reading teaching, find out the problems existing in the teaching of reading. Mainly come from the teachers and students about the analysis of existing problems in Chinese reading teaching. From the perspectives of teacher, the teacher prepares a lesson is very single, Chinese teacher’s professional knowledge is weak, the low level of teachers’ classroom questioning, teachers giving the answer to student evaluation is inadequate. From the perspectives of students, students read less than before, students’ classroom participation. The third part is the problems that exist in the junior middle school Chinese reading teaching and analysis, on the one hand, from the teachers understanding of reading teaching of preparation before class, the skills of reading teaching from the three aspects.On the other hand, from the aspects of students about reading the importance of students’ interest in reading and so on.The fourth part is to analyze the problems existing in the junior middle school Chinese reading teaching and attribution on the basis of analysis, the author puts forward five strategies to solve Chinese reading teaching of the junior middle school. Firstly, strengthen the consciousness of reading and improve reading level for teachers. Secondly, the diversification of teaching design, stimulate students interest in reading. Thirdly, carry out a variety of extra-curricular activities. Fourthly, the interaction between teachers and students, optimize the reading classroom. Fifthly, change the way of evaluation, pay attention to the formative assessment. Sincerely hope that the above measures can improve the present situation of the junior middle school Chinese reading teaching, arouse the junior middle school students’ interest in learning Chinese reading, so as to improve their reading ability in the joyful teaching activities.更多还原