王崧舟“诗意语文”教学研究

发布时间：2018-11-05 11:31

【摘要】：“诗意语文”是关注生命的语文教学艺术,它自王崧舟提出之后,就引起了强烈反响,被称为“美丽的日出”。“诗意语文”对小学语文教学产生了较为广泛而持久的影响,目前仍有许多教师争相模仿。本文对王崧舟“诗意语文”教学实践进行研究,旨在总结“诗意语文”教学成功的经验和做法,供一线教师参考,进而在自己的教学实践中可以有所借鉴。全文分为引言、正文和结语三部分,其中正文分四章展开论述。第一章探讨王崧舟“诗意语文”理念形成的基础及其发展成熟的过程,认为我国“诗教”传统、海德格尔“诗意栖居”思想以及“人文主义”教育思潮是“诗意语文”形成的思想基础；本章分孕育期、发展期、成熟期三个阶段揭示了王崧舟“诗意语文”形成和发展的过程。第二章阐述“诗意语文”内涵、特点及教学策略,认为“诗意语文”有情感性、审美性、生活化、探究性、个性化的特点,其教学基本策略为举象、造境、入情、会意、求气、寻根。第三章重点分析王崧舟“诗意语文”教学实践。“诗意语文”在阅读教学中强调教学要贴近生活中的形象、构建立体的情境、寻找文化的传承；“诗意语文”在作文教学中要求创设一定的情境,让学生在特定的情境中有感而发,抒发自己最真挚的情感；“诗意语文”课堂对教师素养也提出相应的要求,如广泛阅读、细读文本、张扬个性、善于反思等。第四章总结王崧舟“诗意语文”的现实意义,认为“诗意语文”强调的以人为本、重视文本和传承文化,是改善随应试教育体制滋生出来的功利主义和精神浮躁等现象的一剂良方。但同时,“诗意语文”在实践过程也应该注意要适度地体现激情,避免课堂程式化。
[Abstract]:Poetic Chinese is the art of Chinese teaching which focuses on life. It has aroused a strong response since Wang Yu-zhou was put forward, and it is called "the beautiful sunrise". Poetic Chinese has a wide and lasting influence on Chinese teaching in primary schools, and there are still many teachers competing to imitate it. This paper studies the teaching practice of Wang Yu-zhou 's "poetic Chinese" in order to sum up the experience and practice of the successful teaching of "poetic Chinese", which can be used for reference by teachers in the first line, and then can be used for reference in their own teaching practice. The full text is divided into three parts: introduction, text and conclusion, in which the text is divided into four chapters. The first chapter discusses the foundation of the formation of Wang Yu-zhou 's "poetic Chinese" concept and the process of its development and maturity, and thinks that the tradition of "poetry teaching" in China. Heidegger's thoughts of "poetic dwelling" and "humanism" are the ideological basis of the formation of "poetic Chinese". This chapter reveals the formation and development of Wang's poetic Chinese in three stages: gestation, development and maturity. The second chapter expounds the connotation, characteristics and teaching strategy of "poetic Chinese", and holds that "poetic Chinese" has the characteristics of emotion, aesthetics, life, inquiry and individuation. Look for roots. Chapter three focuses on the teaching practice of Wang Yu-zhou 's poetic Chinese. In the reading teaching, poetic Chinese emphasizes that teaching should be close to the image of life, construct a three-dimensional situation, and seek for the inheritance of culture. "poetic Chinese" in composition teaching requires the creation of a certain situation, so that students want to express their views in a specific situation, to express their most sincere feelings; "poetic Chinese" classroom also puts forward the corresponding request to the teacher's accomplishment, such as extensive reading, reading the text carefully, publicizing individuality, good at reflection and so on. The fourth chapter summarizes the realistic significance of Wang Yu-zhou 's poetic Chinese, and thinks that "poetic Chinese" emphasizes people-oriented, attaches importance to the text and inherits the culture. It is an effective way to improve the phenomenon of utilitarianism and mental impetuosity. But at the same time, we should pay attention to the appropriate embodiment of passion and avoid classroom stylization in the practice of poetic Chinese.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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