语文教学心理学指引下的中学生古诗词吟诵教学研究  

A Study on Classical Poetry Reciting in Middle Schools Based on Psychology of Chinese Education

作　　者：李艳[1] 柴玉红 Li Yan;Chai Yuhong(Changchun Education Institute,Changchun,130052;Yilaxi Town Central Primary School,Yongji,132200)

机构地区：[1]长春教育学院,吉林长春130052 [2]一拉溪镇中心小学校,吉林永吉132200

出　　处：《长春教育学院学报》2020年第6期60-66,共7页Journal of Changchun Education Institute

基　　金：吉林省教育科学“十三五”规划课题“新媒体传播下的古诗词吟诵教学研究”(GH181311);吉林省教育科学“十三五”规划课题“中学语文教学中的中华文化传承与德育实践研究”(GH180679)。

摘　　要：从语文教学心理学理论的角度来讲,吟诵教学法有助于中学生更好地学习中国传统文化知识。语文教学心理学要求教学要激发学生学习兴趣,运用吟诵教学时,也要以激发中学生学习兴趣为前提。在教学上可以从在吟诵中感知诗意,在诵读中领悟诗词,通过吟诵表达修身养性三个方面入手。具体的吟诵策略包含教师范吟或播放吟诵视频营造诗词情感氛围,通过吟诵练习引导学生主动学习古诗词,因声入境引发学生联想三点。From the perspective of psychology of Chinese education, classical poetry reciting is beneficial for the students to get to know traditional Chinese culture. Psychology of Chinese education requires that teaching should arouse the students’ interest and classical poetry reciting teaching is no exception. The reciting teaching can be done from three aspects: enabling the students to perceive the poetic quality via reciting;making the students have a better understanding of the poems via reciting;pushing the students to cultivate their minds via reciting. To be more specific, there are some reciting strategies as follows: the teacher’s reciting demonstration or playing a video of reciting to create an emotional atmosphere;encouraging the students’ initiative in learning classical poetry through reciting;pushing the students to get into the situation created by classical poetry via reciting.

关 键 词：古诗词 语文教学 心理学 吟诵 文化内涵 

分 类 号：G622[文化科学—教育学]