【摘要】：進入二十一世紀，語文教學(xué)中的費時多、效率低的局面還沒有得到有效的改觀。語文課堂上，填鴨式教學(xué)、滿堂灌教學(xué)等不合理形式比比皆是。閱讀教學(xué)沒有出路、作文教學(xué)沒有思路的情況隨處可見。特別是對于語言學(xué)知識的教學(xué)，語文界存在著不少的矛盾，贊成的聲音、反對的聲音此起彼伏。有語言學(xué)教學(xué)誤導(dǎo)學(xué)生學(xué)習(xí)的聲音，有不學(xué)習(xí)語言學(xué)知識學(xué)生語言表達能力非常低下的聲音。學(xué)生錯句成篇，錯話成堆，不堪入目，不堪入耳。嚴重時，有人甚至喊出振聾發(fā)聵的“語文教學(xué)誤盡蒼生”的憤怒之聲。 現(xiàn)實中的語文教學(xué)確實存在不少急需解決的問題。本文欲把系統(tǒng)功能語言學(xué)中的主位推進模式這一理論，運用到語文的閱讀教學(xué)、作文教學(xué)當中，對文章的思路進行梳理。改變以往的語言知識教學(xué)中存在的只是靜態(tài)的傳授，沒有結(jié)合語境進行動態(tài)分析的局面。 在日常語文課堂中，存在一種單純的公式化的尋找中心句、過渡句的閱讀教學(xué)形式，讓學(xué)生脫離語境尋找文章的思路，導(dǎo)致學(xué)生養(yǎng)成一種偷懶的習(xí)慣，盲目摘取核心句。作文教學(xué)采取模式化的三段論形式，從形式上看很多的學(xué)生作文似乎讓人放心。但是就是拋開語病不說，段落中的每一句話卻在銜接連貫層面存在很大的混亂。把系統(tǒng)功能語言學(xué)中主位推進模式這一理論應(yīng)用到語文教學(xué)中，對閱讀教材思路進行梳理，指導(dǎo)學(xué)生在寫作文時充分把握好主位的推進方式，使得習(xí)作語句流暢，前后銜接連貫。 本文以系統(tǒng)功能語言學(xué)的主位推進模式這一理論為語文教學(xué)的基礎(chǔ)理論，把它應(yīng)用到語文教學(xué)的有關(guān)領(lǐng)域。對教材和學(xué)生的習(xí)作進行分析，發(fā)現(xiàn)主位推進模式有利于文章脈絡(luò)的梳理。主位推進模式這一理論最大的優(yōu)勢是實義切分，它的目的是為了了解語句內(nèi)部信息分布情況，改變了以往的靜態(tài)語言學(xué)脫離語境對話語進行分析的狀態(tài)，，有利于語文教學(xué)過程中對話語基本脈絡(luò)的梳理。
[Abstract]:In the 21 century, the situation of time-consuming and inefficient Chinese teaching has not been effectively changed. Language classroom, spoon-fed teaching, filled with irrigation teaching and other unreasonable forms abound. Reading teaching has no way out, composition teaching can be seen everywhere. Especially for the teaching of linguistic knowledge, there are many contradictions in the field of language. There is the voice of language teaching which misleads students to learn, and the voice of very low language expression ability of students who do not learn linguistic knowledge. The students' wrong sentences are written, and the wrong words are piled up, unbearable and unfit to listen to. In serious cases, some people even cry out the "language teaching mistakes" angry voice. In reality, there are many problems that need to be solved in Chinese teaching. This paper attempts to apply the theory of thematic progression in systemic functional linguistics to the teaching of Chinese reading and composition. Change the former language knowledge teaching only static teaching, no dynamic analysis of context. In the daily Chinese classroom, there is a kind of simple formula to find the central sentence, the reading teaching form of the transition sentence, let the student look for the thought of the article from the context, lead the student to form a kind of lazy habit, blindly pick out the core sentence. Composition teaching takes the form of model syllogism, from the formal point of view, a lot of student composition seems to be reassuring. However, apart from language diseases, there is a great deal of confusion in every sentence in the cohesive coherence level. This paper applies the theory of thematic progression in systemic functional linguistics to Chinese teaching, combs the ideas of reading materials, instructs students to fully grasp the advancing mode of theme in writing compositions, and makes the sentences of the exercises fluent. Coherence. This paper takes the thematic progression model of systemic functional linguistics as the basic theory of Chinese teaching and applies it to the related fields of Chinese teaching. Through the analysis of textbooks and students' exercises, it is found that the thematic progression model is helpful to sort out the context of the article. The greatest advantage of the thematic progression model is semantic segmentation, which aims to understand the distribution of information within sentences and to change the previous state of static linguistics in which discourse is analyzed in isolation from context. In the process of Chinese teaching, we can sort out the basic context of discourse.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：H193

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