【作者】 陈丽娟；

【导师】 陈芳；

【作者基本信息】 福建师范大学 ， 学科教学（语文）（专业学位）， 2021， 硕士

【摘要】 演讲是重要的口语交际能力,演讲辞是为演讲而写作的文字稿件。高中阶段教学中,演讲辞教学不受重视,高中生普遍缺乏演讲能力。演讲辞教学是综合性教学,要从听说读写多个方面选择教学内容,演讲辞教学要运用整合式教学法,打破学科教学造成的知识壁垒,整合不同学科、不同学段的学习经验和教学资源。本文从四个部分进行写作,探究高中语文演讲辞教学策略。第一部分,交代选题缘由,查阅演讲辞教学的有关文献资料,借鉴整合式教学法和实用类文本教学的研究成果,确定研究方法和研究思路。根据相关研究,演讲辞教学应该采用阅读、写作、口语交际于一体的综合性教学,利用整合式教学法指导教学。第二部分,以人教版和统编版高中语文必修教材的演讲辞为主要分析对象,从教材的四大系统入手进行探究。统编版高中语文教材更能体现整合式教学,其选文系统采用了双线组元的编写体系;知识系统编排能兼顾不同学段知识体系的相互关联;练习结合学习任务群的学习要求,采用单元任务单的编排形式;助读系统的单元导语提示单元人文主题,注重创设单元学习情境。第三部分,以一线教师的演讲辞教学课例为探究对象,分析演讲辞的教学现状,针对存在的不足提出教学课例反思。课例分析主要是梳理和归纳教学目标、教学过程、课后作业、教学方法。演讲辞教学要重视演讲辞文体特征,选择合适的教学目标,丰富演讲辞的教学内容,设计多元的教学活动。演讲辞教学要采用专题教学设计,提高演讲辞教学的系统性。第四部分,根据课程标准的相关要求和建议,在教材、教学及学情分析的基础上,基于整合式教学法,提出演讲辞教学内容和过程的整合策略。同时,以统编版高中语文必修下册第五单元为例,进行演讲辞专题教学设计,并依据一线语文教师的反馈,分析该演讲辞专题教学设计的优点与不足,争取进一步完善演讲辞教学策略和教学设计。更多还原

【Abstract】 Speech is an important oral communication ability,and speech draft is a text written for speech.In high school teaching,speech teaching is not paid attention to,and high school students generally lack speech ability.Speech teaching is a comprehensive teaching.The teaching content should be selected from multiple aspects of listening,speaking,reading,and writing.The speech teaching should use an integrated teaching method to break the knowledge barriers caused by subject teaching,and integrate the learning experience of different subjects and different stages of learning and education resources.This article writes from four parts to explore the teaching strategies of high school Chinese speech.The first part,explains the reasons for selecting the topic,consults the relevant literature materials of speech teaching,draws on the research results of the integrated teaching method and practical text teaching,and determines the research methods and research ideas.According to related research,speech teaching should adopt comprehensive teaching integrating reading,writing,and oral communication,and use integrated teaching methods to guide teaching.The second part,the main analysis objects is the speeches of the compulsory Chinese textbooks for senior high school of the People’s Education Edition and the Unified Edition,starting from the four major systems of the textbooks.The unified version of high school Chinese textbooks can better embody integrated teaching,and its essay selection system adopts a two-line element writing system.Knowledge system arrangement can take into account the interrelation of different knowledge systems.Exercises are combined with the learning requirements of the learning task group.The unit task list format is adopted.The unit introduction of the reading aid system prompts the unit’s humanistic theme,and pays attention to creating the learning situation of the unit.The third part,taking the high school Chinese teacher’s speech teaching example as the research object.Analyzing the current situation of the teaching of lectures,and proposes reflections on the teaching examples for the existing shortcomings.The analysis of class examples is mainly to sort out and summarize the teaching objectives,teaching process,homework and teaching methods.The teaching of speeches should pay attention to the stylistic characteristics of speeches,choose appropriate teaching objectives,enrich the teaching content of speeches,and design multiple teaching activities.Speech teaching should adopt thematic teaching design to improve the systemicity of speech teaching.The fourth part,based on the relevant requirements and suggestions of the curriculum standards,based on the analysis of textbooks,teaching and academic conditions.According to the integrated teaching method,proposes an integrated strategy for the content and process of speech teaching.At the same time,taking Unit 5 of Compulsory Chinese for Senior High School Volume 2 as an example.Carrying out the teaching design of the speech topic,and analyze the advantages and disadvantages of the speech topic teaching design based on the feedback of the Chinese teachers,and strive to further improve the speech teaching strategy and instructional design.更多还原