摘 要
党的十九大以来，国家高度重视中小学传统文化的教育。文言文作为传播我国传统文化的重要载体，在教学中的地位越来越高，尤其是传记类文言文。纵观教材选编和高考阅读可以发现传记类文言文占据了相当大的比重。然而，当前高中语文传记类文言文在教学中却面临“教”与“学”的双重问题，如在教学方法上，教师将传记类文言文与一般文言文视为同类，教学内容呈现模式化，导致了学生失去学习传记类文言文的兴趣。针对这些问题，学界开展了一系列的研究，但是，从目前的情况来看，传记类文言文的问题依旧没有得到很好的解决。于此，文本在前人研究的基础上，基于情境化教学理论，提出了“以学生为中心”、“围绕教材案例”、“运用现代手段”、“科学设置情境”、“融入对比反思”五个教学策略，以期能够妥善解决现存的一些问题。
论文包括六个部分。绪论部分介绍了选题背景、国内外的研究现状，同时对本文的核心概念“情境”、“情境化教学理论”、“传记类文言文”进行了界定。第二部分从语言表达、思维发展、审美鉴赏、文化传播四个角度分析了传记类文言文的教学价值，从学生知识架构体系、词汇范畴和表达介质两方面分析了传记类文言文的教学意义。第三部分介绍了情境化教学理论，同时对情境化教学理论运用于传记类文言文的要素进行了分析，论证了其适切性。第四部分从分析实际案例和课堂观察的结果总结了目前传记类文言文教学存在“教学模式单一化”、“教学内容浅表化”、“教学目的功利化”、“学习兴趣的欠缺”四大问题，同时从教师层面、学生层面分析了出现这些问题的原因。第五部分提出教学策略。最后是结论与展望，总结本文，得出结论，并指出论文的不足和研究展望。
关键词：情境化教学理论 传记类 文言文 教学策略
Research on Teaching Strategies of Classical Chinese of Biography in Senior High Schools Based on Situational Teaching Theory
Major: Subject Teaching (Chinese)
Postgraduate: XXX Supervisor: XXX，XXX
Abstract
Since the 19th National Congress of the Communist Party of China，the state has attached great importance to the education of traditional culture in primary and high schools. Classical Chinese, as an important carrier to spread Chinese traditional culture, is playing a higher and higher role in teaching, especially biographical classical Chinese. Throughout the selection of textbooks and the college entrance examination reading can be found that the biographical classical Chinese occupies a considerable proportion. However, the current high school Chinese biographical classical Chinese teaching is facing the dual problems of "teaching" and "learning", for example, in teaching methods, teachers regard the biographical classical Chinese and the general classical Chinese as the same, teaching content presented a pattern, resulting in students lose interest in learning the biographical classical Chinese. In view of these problems, the academic circle has carried out a series of studies. However, from the current situation, the problem of classical Chinese in the biographical category has not been well solved. Based on the previous studies and the theory of situational teaching, the text puts forward five teaching strategies: "student-centered", "centering on textbook cases", "using modern means", "setting up situation scientifically" and "integrating comparative reflection", in order to solve some existing problems properly.
The thesis consists of six parts. The introduction introduces the background of the topic and the current research situation at home and abroad, and defines the core concepts of this paper, including "scenario", "situational teaching theory" and "biographical classical Chinese". The second part analyzes the teaching value of classical Chinese biographical writings from the perspectives of language expression, thinking development, aesthetic appreciation and cultural communication, and analyzes the teaching significance of classical Chinese biographical writings from the perspectives of students' knowledge structure system, vocabulary category and expression medium. In the third part, the situational teaching theory is introduced, and the elements of situational teaching theory applied to the biographical classical Chinese are analyzed to demonstrate its appropriatability. The fourth part from the analysis of actual cases and classroom observations are summarized the existing biographical writings in classical style teaching "teaching model simplification", "teaching content of superficial" and "utilitarian" teaching purposes, "the lack of learning interest" four big problems, from teachers, students and analyzes the reasons of these problems. The fifth part puts forward five teaching strategies: "taking students as the center", "centering on textbook cases", "applying modern means", " setting up situation scientifically ", "integrating comparative reflection". The last part is the conclusion and prospect, summarizing the paper, drawing a conclusion, and pointing out th
