毕业设计 硕士论文：阅读教学多重对话研究.doc

目 录 摘要……………………………………………………………………………………1 Abstract………………………………………………………………………………2 一、问题的提出………………………………………………………………………3 二、对话理论及对语文教学的启示…………………………………………………5 1、对话的渊源 …………………………………………………………………5 2、巴赫金的对话理论 …………………………………………………………6 3、戴维?勃姆的对话理论………………………………………………………7 4、建构主义中的对话理论………………………………………………………8 5、阅读教学多重对话——对话理论对语文教学的启示……………………10 三、多重对话——实现语文工具性与人文性统一的契机 ………………………11 1、多重对话与语文“工具性” ………………………………………………11 2、多重对话中语文“工具性”与“人文性”得以统一……………………12 四、当前对话教学存在的问题 ……………………………………………………14 1、拒绝对话——剥夺学生言说的权利………………………………………14 2、架空文本——多重对话流于形式…………………………………………15 3、阅读教学“问题化”“空泛化”esearch about Multi-dialogue in Reading Instruction Education master 2001 Maoxiang-Tian No.100310 【Abstract】curriculum criteria of Chinese in middle school poses the concept of multi-dialogue. Many problems are exposed in instruction practice during the two years that the curriculum criteria and new teaching materials have been used. Multi-dialogue is faced with mountains of confusion. By questionnaire investigation, conversation with teachers and students, instruction observation, documents analysis and etc, this paper knows student’s real feeling and expectation about Chinese instruction and analyzes the current condition of middle school education in our city. This paper follows out and researches the related contents of the magazines and papers in the last three years. There are problems as follows: refusing dialogue, depriving students of dialogue rights, empty text making multi-dialogue formulaic, reading instruction being problematic and unspecific. There are two main reasons. On one hand, the educator is lack of right and deep comprehension and realization about dialogue theory and multi-dialogue idea. On the other hand, the practice of new education idea is conditioned by teacher qualities, teacher authority, student’s readiness, education assessment, difficulties of self-dialogue and etc. So, this paper concerns with searching the source of theory, discriminating ideas, analyzing problems, pointing