李吉林閱讀情境教學(xué)研究.pdf

1、西北師范大學(xué)碩士學(xué)位論文李吉林閱讀情境教學(xué)研究姓名：董曉麗申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：課程與教學(xué)論指導(dǎo)教師：靳健2009-06III Abstract Li Jilin, a famous expert of child education and Teacher of Special Grade, is the founder of the situated teaching in China. Since 1978, being ins

2、pired by the foreign language situated teaching and absorbing essentials from Chinese ancient “Jing Jie” Approach, she found Situated Teaching, Situated Education and Situated Curriculum and constructed the theoretical f

3、ramework and the corresponding operational system after years of repetition of studies and aim at setting up Chinese language teaching model, which renders the precious and practical insights for Chinese modern education

4、al reform. The thesis is an attempt to interpret and investigate situated reading teaching that is one of essentials in Li Jilin’s Situated Education. The thesis was constructed as follows: The first and the second cha

5、pter mainly focused on the summarization and the corresponding interpretation of the theoretical framework and operational systems in Li Jilin’s Situated Approach. The third chapter, from a new perspective, laid the emp

6、hasis on the reconsideration on the situated education and proposed three principals which are the backbones in situated reading teaching. They are Principle of Novelty, Directedness Principle, and Practicality Principle

7、 which can make the relationship among students, relationship between students and teachers and relationships between students and authors become more harmonious so as to establish the democratic, mutual and cooperative

8、interpersonal relationships. Teachers of Chinese language should owe a naïve heart and make use of imagination to take students into the situation of the learning text. They also act as a researcher and explorer for

9、 the situated reading teaching by imparting the true feelings into teaching and using flawless language to optimize the reading context, thus, a bridge between the students’ feelings and the author has been set up. Chapt

10、er Four further did an analysis on the defaults in the present reading teaching then some practical insights gained from Li Jilin’s Approach were catered for the reading teaching in the course of the new curriculum refor