高中语文教学个性化阅读研究
摘要
论文借助心理学、阅读学、接受反应论、语言学的研究成果，力图科学地阐释个性化阅读的基本概念和特征，认真地探讨个性化阅读教学中的相关因素，分析现阶段高中阅读教学的现状及原因，从而研究高中阶段培养学生个性化阅读能力的策略。
论文分“绪论”“个性化阅读”“个性化阅读教学的相关因素”“现阶段高中个性化阅读教学的现状及分析”“培养个性化阅读能力的策略”五个部分。
个性化阅读概念的提出主要缘于：我国传统的语文教育“重写轻读”，而实际上具备一定的阅读能力在我们的学习工作生活中日显重要。因此，在吸取阅读认知理论、接受反应理论的研究成果的基础上，提出个性化阅读的概念。它的内涵包括：阅读准备的个性化、阅读过程的自主探究性和阅读结果的差异性。在此基础上，我们认为，和传统的高中语文阅读教学不同，个性化阅读教学的过程实质上就是一个读者与文本、读者与读者对话的过程，其相关因素——教师的教、学生的学、教材的选择与处理都有个性化的特征和要求。但现阶段高中阅读教学的现状仍不尽如人意，原因是多方面的，如教学观念的落后，不重视学生阅读习惯的养成，对学生的个性化阅读缺乏必要的指导等。针对此，本文对培养个性化阅读能力的策略进行了研究，认为首先要树立个性化阅读的信心，其次要丰富个性化阅读的准备，最后要重视个性化阅读的过程。
个性化阅读的概念第一次在新课程标准中提出，高中阶段，我们该如何进行个性化阅读教学以培养学生个性化阅读能力，还有待于在理论和实践中不断研究和完善。
In virtue of the research result of psychology, reading, philology and the theory of acceptance and response, this paper try hard to explain scientifically the basic concept and character of individuation reading, discuss seriously interrelated factor during the teaching of individuation reading, analyses the status and reason of present reading teaching in high school, and then find the method to train student's reading ability.
The paper includes five section, which are introduction, individuation reading interrelated factor of individuation reading teaching, actual status and analysis of present individuation reading teaching in high school, and the method to train individuation reading ability.
The concept of individuation reading comes from that traditional Chinese education "emphasizes writing and despises reading", but in fact, reading ability is more and more important in our work and life. Therefore, the individuation reading concept basing on reading cognizing theory and the researching result of acceptance and response theory is put forward, and it's meaning includes: individuation of reading preparation, independent research of reading process and difference of reading result. So we think that the teaching process of individuation reading is virtually a conversational process of reader and article or reader and reader, the interrelated factor-teaching of teacher, study of student, teaching material choose and disposal have individual character and request. The reason that present status of reading teaching in high school is not satisfied is various, such as unenlightened teaching ideal, ignoring to train student's reading habit and lack of instruction of individuation reading to students an
d so on. This paper research the method to train the ability of individuation reading, and find that the first is to build up confidence of individuation reading, the second is to rich preparation of individuation reading and the third is to attach importance to the process of individuation reading.
It is the first time to put forward the concept of individuation reading in new teaching material standard. How to develop individuation reading teaching to train student individuation reading ability during high school course will await for researching and perfecting in theory and practice.
论文分“绪论”“个性化阅读”“个性化阅读教学的相关因素”“现阶段高中个性化阅读教学的现状及分析”“培养个性化阅读能力的策略”五个部分。
个性化阅读概念的提出主要缘于：我国传统的语文教育“重写轻读”，而实际上具备一定的阅读能力在我们的学习工作生活中日显重要。因此，在吸取阅读认知理论、接受反应理论的研究成果的基础上，提出个性化阅读的概念。它的内涵包括：阅读准备的个性化、阅读过程的自主探究性和阅读结果的差异性。在此基础上，我们认为，和传统的高中语文阅读教学不同，个性化阅读教学的过程实质上就是一个读者与文本、读者与读者对话的过程，其相关因素——教师的教、学生的学、教材的选择与处理都有个性化的特征和要求。但现阶段高中阅读教学的现状仍不尽如人意，原因是多方面的，如教学观念的落后，不重视学生阅读习惯的养成，对学生的个性化阅读缺乏必要的指导等。针对此，本文对培养个性化阅读能力的策略进行了研究，认为首先要树立个性化阅读的信心，其次要丰富个性化阅读的准备，最后要重视个性化阅读的过程。
个性化阅读的概念第一次在新课程标准中提出，高中阶段，我们该如何进行个性化阅读教学以培养学生个性化阅读能力，还有待于在理论和实践中不断研究和完善。
In virtue of the research result of psychology, reading, philology and the theory of acceptance and response, this paper try hard to explain scientifically the basic concept and character of individuation reading, discuss seriously interrelated factor during the teaching of individuation reading, analyses the status and reason of present reading teaching in high school, and then find the method to train student's reading ability.
The paper includes five section, which are introduction, individuation reading interrelated factor of individuation reading teaching, actual status and analysis of present individuation reading teaching in high school, and the method to train individuation reading ability.
The concept of individuation reading comes from that traditional Chinese education "emphasizes writing and despises reading", but in fact, reading ability is more and more important in our work and life. Therefore, the individuation reading concept basing on reading cognizing theory and the researching result of acceptance and response theory is put forward, and it's meaning includes: individuation of reading preparation, independent research of reading process and difference of reading result. So we think that the teaching process of individuation reading is virtually a conversational process of reader and article or reader and reader, the interrelated factor-teaching of teacher, study of student, teaching material choose and disposal have individual character and request. The reason that present status of reading teaching in high school is not satisfied is various, such as unenlightened teaching ideal, ignoring to train student's reading habit and lack of instruction of individuation reading to students an
d so on. This paper research the method to train the ability of individuation reading, and find that the first is to build up confidence of individuation reading, the second is to rich preparation of individuation reading and the third is to attach importance to the process of individuation reading.
It is the first time to put forward the concept of individuation reading in new teaching material standard. How to develop individuation reading teaching to train student individuation reading ability during high school course will await for researching and perfecting in theory and practice.
引文
1、列昂捷夫．活动意识个性，上海译文出版社，1980年版．
2、苏霍姆林斯基．给教师的建议，教育科学出版社，1984年版．
3、陈钟梁．语文教学基础刍议．
4、蒋成禹．语文课读解学，浙江大学出版社．
5、《中国大百科全书·教育》，教育科学出版社，1989年版．
6、《简明国际教育百科全书》，教育科学出版社1990年版．
7、金元浦．接受反应文论，山东教育出版社．
8、李海林．言语教学论，上海教育出版社．
9、叶圣陶．〈略读指导举隅〉前言．
10、王曙．《从文章结构入手，重读〈荷塘月色〉〉，《语文学习》1993年第8期
11、封先勇．智者的孤独，《名作欣赏》1998年第2期
12、余光中．论朱自清散文，《名作欣赏》1992年第2期
13、孙春成．语文课堂问题教学策略．广西教育出版社，2003年版．
14、李建盛．理解事件与文本意义，上海译文出版社，2002年版．
15、韩雪屏．语文教育的心理学原理，上海教育出版社，2001年版．
16、邓志伟．个性化教学论，上海教育出版社．
17、洪镇涛．我的语文教学思想．
18、《叶圣陶语文教育论集》——教育科学出版社，1980年版．
19、巴班斯基．教学过程最优化——一般教学论，人民教育出版社，1984．
20、叶澜．素质教育研究，2000年5期，《试论体现素质教育要求的教材处理思路》．
21、朱智贤主编．心理学大词典，北京师范大学出版社．
22、鲁枢元．创作心理研究，黄河文艺出版社．
23、马笑霞．阅读教学心理学， 河北教育出版社，1997年版．
24、韩雪屏．中国当代阅读理论与阅读教学，四川教育出版社，1998年．
25、曾祥芹．阅读学新论，语文出版社
2、苏霍姆林斯基．给教师的建议，教育科学出版社，1984年版．
3、陈钟梁．语文教学基础刍议．
4、蒋成禹．语文课读解学，浙江大学出版社．
5、《中国大百科全书·教育》，教育科学出版社，1989年版．
6、《简明国际教育百科全书》，教育科学出版社1990年版．
7、金元浦．接受反应文论，山东教育出版社．
8、李海林．言语教学论，上海教育出版社．
9、叶圣陶．〈略读指导举隅〉前言．
10、王曙．《从文章结构入手，重读〈荷塘月色〉〉，《语文学习》1993年第8期
11、封先勇．智者的孤独，《名作欣赏》1998年第2期
12、余光中．论朱自清散文，《名作欣赏》1992年第2期
13、孙春成．语文课堂问题教学策略．广西教育出版社，2003年版．
14、李建盛．理解事件与文本意义，上海译文出版社，2002年版．
15、韩雪屏．语文教育的心理学原理，上海教育出版社，2001年版．
16、邓志伟．个性化教学论，上海教育出版社．
17、洪镇涛．我的语文教学思想．
18、《叶圣陶语文教育论集》——教育科学出版社，1980年版．
19、巴班斯基．教学过程最优化——一般教学论，人民教育出版社，1984．
20、叶澜．素质教育研究，2000年5期，《试论体现素质教育要求的教材处理思路》．
21、朱智贤主编．心理学大词典，北京师范大学出版社．
22、鲁枢元．创作心理研究，黄河文艺出版社．
23、马笑霞．阅读教学心理学， 河北教育出版社，1997年版．
24、韩雪屏．中国当代阅读理论与阅读教学，四川教育出版社，1998年．
25、曾祥芹．阅读学新论，语文出版社
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