语文教育与农村初中留守儿童德育教育

发布时间：2018-03-12 15:30

本文选题：农村初中　切入点：语文教学　出处：《广西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：留守儿童是我国改革开放后社会经济发展、农村劳动力大量外流而产生的特殊社会群体。伴随社会的不断发展,农村留守儿童数量的不断增加,农村留守儿童家庭教育的缺失导致家庭德育的中断,留守儿童德育品行低下而产生种种不良的道德行为,给社会带来了严重危害。本文根据本人所在的农村初中学校留守儿童的德育情况,针对目前农村初中留守儿童德育教育的缺失问题,结合语文学科的特点,提出在语文教学中进行德育教育的渗透,对留守儿童进行德育教育的问题,并提出了具体的实施内容、方法和途径。本文共分六个部分。第一部分：为绪论部分。先提出了本文研究的缘由：本人所在学校留守儿童所占的比例较大,由于家庭教育缺失,而导致留守儿童引起的社会问题极为严峻,有待得到解决；接着概述了国际、国内对留守儿童研究的情况,以及国内对语文教学进行德育教育渗透的研究综述；最后阐述了本文研究的意义、研究方法和创新之处等内容。本文在研究方法上采用了文献法、问卷调查法、访谈法以及个案分析法进行研究。第二部分：简单分析了农村初中语文教学对留守儿童进行德育教育的必要性和可行性。本部分分三方面阐述,首先阐述了语文教育与德育教育之间的密切关系；接着分析了农村初中语文教学对留守儿童进行德育教育的必要性和可行性；最后提出了农村初中语文教学对留守儿童进行德育教育的重要意义。第三部分：针对本人所在学校留守儿童的调查分析,具体论述了当前农村初中留守儿童德育教育现状,这部分包含四方面内容。第一,首先根据本人所研究的对象对留守儿童进行概念的界定；第二,是调查分析,通过问卷调查的数据统计,分析了农村留守儿童家庭德育教育的严重缺失情况；第三,是通过访谈法与个案分析的手段,对农村留守儿童品德的情况进行具体分析,农村留守儿童在德育行为上存在着组织纪律性差、行为暴力化倾向、孤僻冷漠、沉迷于网络世界等四种不良的行为；第四,对农村初中学校的德育教育现状进行分析,存在着四种现象：学校教育轻德育重智育；学校德育与家庭、社会德育不-致；学校德育教育空洞、实效低下；教师对德育工作认识不足。第四部分：结合本人多年的教学实践,提出农村初中学校语文教学中对留守儿童进行德育教育的具体内容,主要包括七个方面：一、培养留守儿童热爱生命的情感；二、培养留守儿童的爱国主义感情；三、培养留守儿童坚强的意志品质；四、增强留守儿童的感恩思想；五、帮助留守儿童树立正确的人生观；六、养成留守儿童强烈的责任感；七、培养留守学生自信自强的精神。第五部分：结合教学实践,提出农村初中语文教学对留守儿童进行德育教育的策略措施。具体包括三大内容：第一,阐述语文教师榜样示范是对留守儿童进行德育教育的关键,具体分四点阐述：以高尚的道德情操熏陶留守儿童；以严以律己的精神感染留守儿童；以伟大的人格魅力影响留守儿童；以无私的爱心感化留守儿童。第二,论述语文课堂教学是对留守儿童进行德育教育的主阵地,论述了语文课堂教学中对留守儿童进行德育教育的四个方面：一是挖掘教材的德育题材对留守儿童进行德育渗透；二是在朗读环节中对留守儿童进行德育教育的渗透；三为在作文教学中对留守儿童进行德育教育的渗透；四是在语文口语交际课中对留守儿童进行德育教育的渗透；第三,论述语文课外实践活动是对留守儿童进行德育教育的延伸,这方面也分三点阐述：首先是在语文课外阅读中引导留守儿童自我教育；其次是在语文课外练笔中引导留守儿童自我教育；第三是在语文实践活动中引导留守儿童自我教育。第六部分是结语部分。
[Abstract]:Left-behind children in China's reform and opening up economic and social development, the special social group caused a massive outflow of rural labor. With the continuous development of society, the increasing number of rural left-behind children, lack of rural left-behind children family education leads to disruption of family moral education, moral character and low left-behind children produce all sorts of bad moral behavior, bring serious harm to the society. According to where I am the rural junior middle school moral education of children left behind, for the problem of the lack of current rural left-behind children junior middle school moral education, combining the characteristics of language subject, put forward to infiltrate moral education in the Chinese Teaching, the left-behind children moral education problems, and put forward the implementation of the content the specific methods and approaches. This paper is divided into six parts. The first part is the introduction. The first part: put forward the reason of this study: The school where I left the proportion of children is larger, due to the lack of family education, and lead to social problems caused by the left behind children is extremely serious, need to be solved; and then summarizes the domestic and international research situation of left-behind children, and Study on the domestic of Chinese teaching moral education; finally elaborated the research the significance, research methods and innovation. This paper used the literature method in the research method, questionnaire survey method, interview research and case analysis. The second part briefly analyzes the necessity and feasibility of Chinese teaching in junior middle school moral education of rural left-behind children. This part is divided into three aspects, firstly the close relationship between Chinese education and moral education; then analyzes the necessity of Chinese teaching in junior middle school moral education of rural left-behind children. And finally the feasibility; put forward the important significance of Chinese teaching in junior middle school moral education of rural left-behind children. The third part: according to the school where I left behind children's survey analysis, discusses the current status of left behind children in rural junior middle school moral education, this part includes four aspects. First, according to the definition of the object of my research on left behind the concept of children; second is the investigation and analysis, through the questionnaire survey data statistics, analysis of the serious lack of rural left-behind children family moral education; third, is about analysis and case by means of interview, detailed analysis of the children's moral character of rural, rural left-behind children in moral behavior exists poor discipline, behavior tendency, violence aloof, indulge in the network world and other four kinds of bad behavior; fourth, the rural junior middle school Present situation of school moral education is analyzed, there are four phenomena: school education heavy intellectual light moral education; school moral education and family, social moral education is not consistent; school moral education empty, low effectiveness; teachers' understanding of the work of moral education. The fourth part: combined with my years of teaching practice, put forward the specific content of the moral education left-behind children in rural junior high school language teaching, mainly includes seven aspects: first, cultivating left-behind children life; two, cultivate patriotism left-behind children; three, cultivate left-behind children strong willpower; four, enhance the left-behind children thought of gratitude; five, help left-behind children to establish a correct life view; six, left-behind children develop a strong sense of responsibility; seven, cultivate students left confident spirit. The fifth part: according to the teaching practice, put forward the rural junior high school language Strategies and measures of the teaching of moral education of left-behind children. It includes three contents: first, this example is the key of Chinese teachers on moral education left-behind children, divided into four points: to elaborate the specific morality edification of left-behind children; to be strict with the spirit of law has been infected with the great left-behind children; personality affecting left-behind children; to selfless love probation left-behind children. Second, discusses the language classroom teaching is the main position of the moral education of left-behind children, discusses the Chinese classroom teaching of left-behind children were four aspects of moral education: moral education is a subject of moral education of mining materials left-behind children; two is in the reading part in the moral education of left-behind children; three penetration in the composition teaching of the moral education of left-behind children; four in Chinese For moral education of left-behind children oral communication courses; third, discusses Chinese extracurricular activities are the extension of moral education for left-behind children, which is divided into three points: the first is described in Chinese extracurricular reading guide left-behind children self education; second is in Chinese extracurricular writing practice guide left-behind children self education; the third is in the language practice guide left-behind children self education. The sixth part is the conclusion part.

【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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