【作者】 沈颖；

【导师】 王意如；

【作者基本信息】 华东师范大学 ， 教育（专业学位）， 2013， 硕士

【摘要】 高中文言文教学一直以来都是语文教学的重要组成部分,师生投入精力不少,但收效甚微,教学效果并不是很理想。课堂上不乏教师口若悬河的演说,也不缺多媒体课件感官调动的助力,学生却对文言文始终提不起很大的兴致,他们与文言文的疏远距离始终存在且有渐行渐远之势。究其原因,当前文言文教学注重单方面“授”的现象还是比较突出的,而单方面“授”的单调、无趣及低效也是显而易见的。因此,努力改变原先以.“授”为主的单一局面,探索教学新思路,更加关注学生的“学”,可能是解决当下文言文教学困境的一条出路。变“授”为“学”在高中文言文教学中的实践研究旨在帮助学生摆脱被动勉强学习的尴尬处境,引领他们走向乐学、善学文言文的康庄大道。本篇论文主要由四章内容构成。第一章讲的是变“授”为“学”的理论依据与价值重估。这一章内容主要是对变“授”为“学”的涵义、方法、目的作了介绍,从教育学、心理学理论当中为变“授”为“学”寻找有力论据,在此基础上确立变“授”为“学”对当下教学的指导意义与价值。第二章讲的是变“授”为“学”在高中文言文教学中的实现可能。侧重高中文言文教学的意义探求,重点陈述了变“授”为“学”与实现高中文言文教学目标之间的关系,参照课标要求,探究变“授”为“学”在实现高中文言文教学目标方面可以发挥的作用,并阐明了变“授”为“学”与高中文言文教学的结合点。第三章内容主要是具体论述了变“授”为“学”在高中文言文教学中的实施策略,谈及变“授”为“学”在高中文言文教学中的实施理念、具体做法,并列举了一些教学实践的案例。第四章主要介绍了变“授”为“学”在高中文言文教学中的实践启示。在实施过程中,既有成功的经验,也遇到不小的阻力,本章简要论述了变“授”为“学”的实施效果,重点提及学生的主体性体现以及教师的素质与修养问题,希望对今后的教育教学能产生助益。本篇论文的创新之处主要表现在以下几个方面：其一,针对变“授”为“学”这一概念做了详尽的阐发,明确了变“授”为“学”的优势所在；其二,总结育才教改经验,在传承中求创新,理论与实践相结合；其三,尝试在今天的高中文言文课堂推行变“授”为“学”,努力探索文言文教学的新思路,立足“变‘授’为‘学’”的理论,寻找“变‘授’为‘学’”与高中文言文教学的衔接点,尽可能在实践中不断积累经验,使“变‘授’为‘学’”在可操作层面具备更大的实用价值。更多还原

【Abstract】 High school teaching classical has always been an important part of language teaching. Our students put a lot of effort, but with little success. Teaching effect is not very satisfactory. No shortage of classroom teachers eloquent speech, nor lack of multimedia courseware help mobilize the senses, our students could not always have little interest in classical Chinese. And alienation from their classical and there always exists the potential lopsided.The reason is that the current emphasis on teaching classical unilateral "teaching" phenomenon is more prominent. Unilaterally "teaching" monotonous, boring and inefficient is obvious. Therefore, efforts to change the original to " teaching" dominated by a single situation, explore new teaching ideas, more attention to students’"learning", a possible solution to the plight of a contemporary teaching classical way. Change "teaching" to "learning" in high school teaching classical Chinese practice designed to help students get rid of passive learning barely embarrassing situation, leading them towards happy learning and good learning.This thesis consists of four chapters composition.The first chapter tells of change "teaching" to "learning" the theoretical basis and the revaluation. This chapter mainly on the change "teaching" to "learning" the meaning of the method, the purpose was introduced. From pedagogy, psychology theory which is becoming "teaching" to "learning" looking strong arguments, on this basis, establish change "teaching" to "learning" teaching guidance on the current meaning and value.The second chapter tells of change "teaching" to "learning" in high school teaching classical implementation may. Focus on exploring the significance of high school teaching classical and presentations of variable "teaching" to "learning" and to achieve high school teaching classical relationship between objectives. Refer to curriculum standards requirements, explore change "teaching" to "learning" in the realization of the objectives of high school teaching classical role to play, and clarifies the change "teaching" to "learning" and high school teaching classical combination of points. The third chapter discusses the main change is the specific "teaching" to "learning" in high school teaching classical implementation strategy. Turning to change "teaching" to "learning" in the implementation of high school teaching classical Chinese philosophy, specific practices, and lists some of the teaching practice of the case.The fourth chapter introduces the variable "teaching" to "learning" in high school teaching classical Chinese practice of enlightenment. In the implementation process, both successful experience, but also encountered little resistance. This chapter briefly discusses the change "teaching" to "learning" the implementation of the results highlighted the subjectivity of students as well as teachers reflect the quality and training issues, hope for the future of education and teaching can produce helpful.The innovation of this paper is mainly manifested in the following aspects. Firstly, for a change "teaching" to "learning" the concept of doing a detailed analysis, a clear change "teaching" to "learning" the advantages. Secondly, the sum Yu Cai high school reform experience in the tradition of innovation, combining theory and practice. Thirdly, try to implement today’s high school classical classroom becomes "teaching" to "learning", and strive to explore new ideas for teaching classical, based on changing "teaching" to "learning" theory, looking for changing "teaching" to "learning" theory and the high school teaching classical convergence point, as far as possible in practice, continue to accumulate experience, so that the changing "teaching" to "learning" in the operational level with greater practical value.更多还原