“專題學習”視角下的名著教學研究

對名著開展“專題學習”是以原作為基礎，專題形式為載體，以學習任務為核心，針對學生的認知策略、思維能力來對名著進行研究。學生根據教師佈置的任務，在閱讀相關資料的基礎上，結合作品開展自主學習，並集體討論、探究閱讀過程中發現的問題，最後把學習成果整理成冊。研究發現，通過名著“專題學習”活動，學生不僅可以從整體上分析人物形象和事件背後的意蘊，還能夠從多角度提出批判性觀點，提高學習成績。
When "topical learning" of classical novels is practiced, it treats the original works as the learning basis, takes the form of topics as the carrier, regards the learning task as the core, and makes research into the classic novels according to the students’ cognitive strategies and thinking abilities. Based on the tasks assigned by the teachers, students conduct independent learning of relevant reading materials, and collectively discuss and explore the problems found in reading, and then put the learning results on paper. The findings have shown that through topical learning of classic novels, students can not only analyze the characters and the connotations behind the scenes from the whole story, but also put forward critical ideas from multiple perspectives and improve their academic performance. Copyright © 2020 上海師範大學學報期刊雜誌社.