【作者】 李艳；

【导师】 任传霞； 周亚婷；

【作者基本信息】 山东师范大学 ， 教育硕士（专业学位）， 2022， 硕士

【摘要】 在时代的发展和课程改革的推进下,文言文教学也在寻求变革与创新。作为语文教学的重要组成部分,如何突破单纯以讲授为主的文言文教学方式,探寻能够充分激发学生潜能和更好地满足学生身心发展诉求的教学方法和模式,是目前文言文教学改革的一个重要问题。“情境任务”作为新课标理念下阅读教学的实施路径,是对文言文教学的新型探索。“情境任务”是指教师将需要学生完成的任务置于某一情境中,借助情境驱动学生达成学习任务,情境可表现为场景、事件、引导性的资料或语境等多种形式。本文从“情境任务”视角出发,探索高中文言文阅读教学模式。本研究试图通过文献梳理、问卷访谈、案例观摩、实践探索及经验总结等方式分析文言文教学现状,探讨基于情境任务的高中文言文教学原则、设计维度,摸索其实施策略和教学模式,为教学实践和教学研究提供富有价值的参照。情境任务视角下的文言文阅读教学,要在情境认知与学习理论、建构主义理论、加德纳多元智力理论、最近发展区和支架式教学等相关理论基础之上,致力变革教学形态和内容,深化学科素养和文化理念,促进学生语用能力、思维水平、审美理解和文化自信的发展。文言文教学中设计情境任务要遵循“和谐性”“真实性”“冲突性”和“开放性”原则,按照从教材、学生、课堂再到评价的步骤设计并实施情境任务。同时要注意规避设计偏离教学实际、过分注重趣味、缺乏科学规划、任务指向不明等误区,力求完满地完成教学任务,实现教学目标。教师可以根据不同的教学内容和教学目标,灵活选用体验、对照、冲突、归纳或拓展形式的教学策略设计情境任务,采用独立、台阶、翻转、发散或聚合方式的教学模式规划文言课堂,最大程度促进学生对文本的深度理解。基于情境任务的文言文教学,应立足情境任务相关理论,以科学的态度构建文言课堂;应以“文”“言”为情境任务设计基点,发扬文言文特点;应依循教材和学生实际状况,合理把握情境任务的设计方向;应在满足学生“兴趣化”需求的基础上,力求给予其符合认知规律的“真实化”收获;应结合文本的独特化和课堂的多维化,灵活设计并实施情境任务。基于情境任务的高中文言文课堂,要营造一种开放的场境,打开学生的思维,最大限度地推动学生的全面发展。更多还原

【Abstract】 With the development of The Times and the promotion of curriculum reform,classical Chinese teaching is also seeking reform and innovation.As an important part of Chinese teaching,it is an important problem in the current teaching reform of Classical Chinese that how to break through the teaching mode of classical Chinese which is mainly based on lecturing and explore the teaching methods and modes which can fully stimulate students’ potential and better satisfy students’ demands for physical and mental development.As the implementation path of reading teaching under the concept of new curriculum standard,"situational task" is a new exploration of classical Chinese teaching."Situational task" refers to that teachers place the tasks that students need to complete in a certain situation and drive students to achieve the learning task with the help of the situation,which can be expressed in various forms such as scenes,events,guiding materials or contexts.This paper explores the teaching mode of classical Chinese reading in senior high school from the perspective of "situational task".This study through literature review,questionnaire,interview,case view,practice exploration and experience status quo,analysis of the writings in classical style teaching tasks based on the situation of high school writings in classical style teaching principles,design dimension,grope for the implementation of strategies and teaching patterns,for the teaching practice and teaching research provide valuable reference.Situation task under the perspective of classical Chinese reading teaching,the situated cognition and learning theory,constructivism theory,theory of multiple intelligences Gardner,and scaffolding instruction and relevant theory of the zone of proximal development,efforts to change the teaching form and content,deepen the science literacy and cultural concept,promote the students’ pragmatic competence,thinking level,aesthetic understanding and the development of cultural self-confidence.The design of situational tasks in classical Chinese teaching should follow the principles of "harmony","authenticity","conflict" and "openness",and design and implement situational tasks according to the steps from teaching materials,students,classroom and evaluation.At the same time,attention should be paid to avoid the mistakes of design deviating from teaching practice,paying too much attention to interest,lack of scientific planning,unclear task direction and so on,and strive to complete teaching tasks perfectly and achieve teaching objectives.According to different teaching contents and teaching objectives,teachers can flexibly choose teaching strategies in the form of experience,contrast,conflict,induction or expansion to design situational tasks,and adopt teaching modes of independence,step,reversal,divergence or convergence to plan classical Chinese class,so as to promote students’ in-depth understanding of texts to the greatest extent.The teaching of classical Chinese based on situational task should be based on the relevant theory of situational task and construct classical Chinese classroom with a scientific attitude.We should take "wen" and "yan" as the basis of situational task design and carry forward the characteristics of classical Chinese.The design direction of situation task should be reasonably grasped according to teaching materials and students’ actual situation.On the basis of satisfying students’ "interest-based" needs,we should strive to give them "real" harvest in line with the cognitive law.Context tasks should be flexibly designed and implemented by combining the uniqueness of text and the multi-dimension of classroom.High school classical Chinese class based on situational tasks should create an open field,open students’ thinking,and promote students’ overall development to the maximum extent.更多还原