高中语文课堂同步拓展阅读教学研究
【摘要】 本文从当前语文阅读教学的实际出发,系统阐述了“同步拓展阅读”的相关概念,明确了“高中语文课堂同步拓展阅读教学”是指在进行阅读教学过程中,教师按素质教育和新课改要求,就阅读教学中某一课堂阅读素材,围绕自己判定的研究重点,通过收集与重点有关的各种信息重构文本语境,在重构的文本语境中拓展与延伸,从而对该素材的某个特定视角形成新的认识,进而加深或者拓宽学生对课堂阅读素材的理解的一种教学形式。在诠释了古代学者论阅读方法、语文新课程标准对拓展阅读的要求和国内外研究成果的基础上,笔者又结合自己近八年的高中语文教学实践经验,针对“同步拓展阅读”在教学中存在的种种问题和现象作了深刻的反思,从而为后文对“同步拓展阅读教学策略”的探讨提供了理论依据和实践基础。现代的阅读观认为,语文阅读教学是学生、教师、文本之间对话的过程。因此,本文围绕教师、学生、文本三个层面,明确了以教师为主导、学生为主体、文本为载体的同步拓展阅读教学策略原则。以理论研究和教学实践结果为参考,避免了当下对拓展阅读策略研究的无序、混乱状态,使高中语文课堂同步拓展阅读教学更加规范化、系统化。最后,本文还小结了该课题研究的收获与反思。

【Abstract】 Based on the reality of current Chinese language teaching in reading, this article expounds systematically some related concepts to“synchronous extensive reading.”and also defines the“this concept in teaching of reading in high school language class”, it refers to a sort of teaching form that in the process of teaching reading, teachers according to the request of quality of quality-oriented education and the New Curriculum Reform, reconstruct the text’s context in a certain reading material by focusing on the research important points, and by collecting all kinds of relative information. In the reconstructed context, the material is extended and developed, thus as to a certain perspective in the material, students can form a new recognition, in turn, it’ll deepen and broaden students’understanding to the material. Having explicated the reading methods of the ancient scholars, the request of chinese New Curriculum Standard towards the expansion of the reading, as well as the research results about this theme at home and abroad, combining my own nearly eight-year teaching experience in high school. I have done a deep reflection about the problems and phenomena exist in the teaching of“SER”. All these provide solid foundation both theoretically and practically for the later exploration of the“synchronous teaching strategies to expand reading”. The reading concept in modern times hold that the teaching in Chinese reading is a process of a dialogue among students, teacher and text. Therefore, in this article, I focus on these three levels aspects and follow the principle of the“teaching strategies of SER”, which has characteristics of the teacher-led, student centered and text as the main vector. I take the results of theoretical research and teaching practice as a reference to avoid the disorder or chaos in the research of expand reading at present, so that the SER in high school language teaching will be more standardized and systematized. Finally, I still summarize the harvest and reflection of this study in my paper. 

【关键词】 同步拓展阅读; 误区; 策略; 教师; 学生; 文本
【Key words】 synchronous extensive reading; misunderstanding; Strategy; teacher; student; text
  高中语文课堂同步拓展阅读教学研究

摘要 3-4
Abstract 4
绪论 6-8
第一章 课题相关概念的界定及理论依据 8-13
    第一节 课题相关概念的界定 8
    第二节 高中语文课堂同步拓展阅读教学研究的理论依据 8-13
第二章 高中语文课堂同步拓展阅读教学的误区 13-19
    第一节 无效拓展，目标不明 13-14
    第二节 无度拓展，负担偏重 14-16
    第三节 无界拓展，喧宾夺主 16-17
    第四节 无趣拓展，生搬硬套 17-19
第三章 高中语文课堂同步拓展阅读教学实施策略 19-27
    第一节 教师层面，以教师为主导 19-22
        一、明确方向，精选材料——导向 19-20
        二、归纳整理，深入阅读——导悟 20-22
        三、及时评价，提升认识——导评 22
    第二节 学生层面，以学生为主体 22-24
        一、影响拓展载体的选择 23
        二、决定拓展实施的质量 23-24
    第三节 文本层面以文本为载体 24-27
        一、教材文本地位的回归 24-25
        二、拓展文本的科学选择 25-27
第四章 高中语文课堂同步拓展阅读教学研究的收获与实践 27-33
    第一节 高中语文课堂同步拓展阅读教学研究的收获 27
    第二节 高中语文课堂同步拓展阅读教学研究的实践 27-33
结语 33-34
参考文献 34-36
后记 36