中学语文教材中的丑形象教学研究
发布时间：2019-07-05 08:08
【摘要】：美丑相伴而生,是生活中的客观存在,审美和审丑是既对立又统一的,所以在中学语文教学中丑的形象和美的形象应该并重,不可忽略任何一面,而传统的语文教学往往避开丑的形象而谈美的形象,丑形象作为教学的重要内容长期被忽视。基于此,对于以美的形象为对象的审美教育的相关研究广泛而深刻,而针对丑形象的审丑教育一直处于先天发育不良,后天发育不足的状态,一直徘徊在边缘地带。所以很有必要探究中学语文教材中丑形象的教学。针对中学语文教材中的丑形象教学从美学角度讲就是审丑教育,所以首先就要明确一系列美学方面的相关概念,第一部分就丑形象教学从美学角度的探讨进行梳理,包括对丑、生活丑、艺术丑、审丑、审丑教育、丑形象、丑形象教学等概念进行区分和阐释。从美学理论上的美、丑到具体地审美、审丑再到教育实践中审美教育、审丑教育,为教学理论和教学实践之间架起了一座桥梁。第二部分基于前一部分的概念界定,把研究对象定位为中学语文教材中的丑形象,并对教材中丰富的丑形象进行了总结和分类。总结出丑形象个体和群体共54个,又根据主体的审美情感态度为标准把这些丑形象分为肯定型、否定型、矛盾型三大类。并对囊括丑形象最多的否定型又进行了精细的分类探讨。面对如此丰富的审丑教育资源,在教学实践中怎样发挥应有的教育和审美功能显得尤为重要,所以第三部分对中学语文教材中丑形象教学的意义与价值进行了思考。从美育、智育和德育三个角度进行了探讨,从中可见丑形象教学在语文教学中有着不可替代的重要性。第四部分是全文的重点,就中学语文教材中丑形象教学进行了实践上的探索和研究,强调在语文的课堂内外灵活运用多种措施进行丑形象教学,主要论述了情境诱导法、空白填补法、比较分析法、品评创作手法、课外拓展法、创作实践法六种措施。通过具体的教学实践激发学生兴趣,调动学生的积极性,使语文课堂真正充满生机和活力。最后就丑形象教学中应该注意的问题进行了探讨。结语强调了丑形象教学的重要性和将来教学实践中的努力方向。
[Abstract]:Beauty and ugliness accompany, is the objective existence in life, aesthetic and ugliness are both opposite and unified, so in middle school Chinese teaching ugly image and beautiful image should be paid equal attention to, can not ignore either side, and the traditional Chinese teaching often avoids the ugly image and talks about the beautiful image, ugly image as an important content of teaching has been ignored for a long time. Based on this, the related research on aesthetic education with beautiful image as the object is extensive and profound, and the ugly education for ugly image has been in the state of congenital stunting and underdevelopment, and has been hovering in the marginal zone. Therefore, it is necessary to explore the teaching of ugly images in Chinese textbooks in middle schools. In view of the ugly image teaching in Chinese teaching materials in middle school is the education of judging ugliness from the aesthetic point of view, so it is necessary to clarify a series of aesthetic related concepts. The first part combs the ugly image teaching from the aesthetic point of view, including the distinction and interpretation of the concepts of ugliness, life ugliness, art ugliness, ugliness education, ugly image teaching and so on. From the beauty of aesthetic theory, ugliness to concrete aesthetics, and then to aesthetic education and ugliness education in educational practice, it builds a bridge between teaching theory and teaching practice. The second part, based on the definition of the concept in the first part, defines the research object as the ugly image in the Chinese textbook of middle school, and summarizes and classifies the rich ugly image in the textbook. It is concluded that there are 54 ugly images in individuals and groups, and these ugly images are divided into three categories according to the aesthetic emotional attitude of the subject: positive type, negative type and contradictory type. The negative stereotyping, which includes the most ugly images, is also discussed in detail. In the face of such a wealth of ugly education resources, how to give full play to its due educational and aesthetic functions in teaching practice is particularly important, so the third part thinks about the significance and value of ugly image teaching in middle school Chinese teaching materials. This paper probes into aesthetic education, intellectual education and moral education, from which it can be seen that ugly image teaching is of irreplaceable importance in Chinese teaching. The fourth part is the focus of the full text, which explores and studies the ugly image teaching in middle school Chinese teaching materials, emphasizes the flexible use of a variety of measures to carry out ugly image teaching inside and outside the Chinese classroom, mainly discusses six measures: situational induction method, blank filling method, comparative analysis method, product evaluation creation method, extracurricular expansion method and creative practice method. Through the specific teaching practice to stimulate students' interest, arouse the enthusiasm of students, so that the Chinese classroom is really full of vitality and vitality. Finally, the problems that should be paid attention to in the teaching of ugly images are discussed. The conclusion emphasizes the importance of ugly image teaching and the direction of efforts in teaching practice in the future.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3
本文编号：2510383
[Abstract]:Beauty and ugliness accompany, is the objective existence in life, aesthetic and ugliness are both opposite and unified, so in middle school Chinese teaching ugly image and beautiful image should be paid equal attention to, can not ignore either side, and the traditional Chinese teaching often avoids the ugly image and talks about the beautiful image, ugly image as an important content of teaching has been ignored for a long time. Based on this, the related research on aesthetic education with beautiful image as the object is extensive and profound, and the ugly education for ugly image has been in the state of congenital stunting and underdevelopment, and has been hovering in the marginal zone. Therefore, it is necessary to explore the teaching of ugly images in Chinese textbooks in middle schools. In view of the ugly image teaching in Chinese teaching materials in middle school is the education of judging ugliness from the aesthetic point of view, so it is necessary to clarify a series of aesthetic related concepts. The first part combs the ugly image teaching from the aesthetic point of view, including the distinction and interpretation of the concepts of ugliness, life ugliness, art ugliness, ugliness education, ugly image teaching and so on. From the beauty of aesthetic theory, ugliness to concrete aesthetics, and then to aesthetic education and ugliness education in educational practice, it builds a bridge between teaching theory and teaching practice. The second part, based on the definition of the concept in the first part, defines the research object as the ugly image in the Chinese textbook of middle school, and summarizes and classifies the rich ugly image in the textbook. It is concluded that there are 54 ugly images in individuals and groups, and these ugly images are divided into three categories according to the aesthetic emotional attitude of the subject: positive type, negative type and contradictory type. The negative stereotyping, which includes the most ugly images, is also discussed in detail. In the face of such a wealth of ugly education resources, how to give full play to its due educational and aesthetic functions in teaching practice is particularly important, so the third part thinks about the significance and value of ugly image teaching in middle school Chinese teaching materials. This paper probes into aesthetic education, intellectual education and moral education, from which it can be seen that ugly image teaching is of irreplaceable importance in Chinese teaching. The fourth part is the focus of the full text, which explores and studies the ugly image teaching in middle school Chinese teaching materials, emphasizes the flexible use of a variety of measures to carry out ugly image teaching inside and outside the Chinese classroom, mainly discusses six measures: situational induction method, blank filling method, comparative analysis method, product evaluation creation method, extracurricular expansion method and creative practice method. Through the specific teaching practice to stimulate students' interest, arouse the enthusiasm of students, so that the Chinese classroom is really full of vitality and vitality. Finally, the problems that should be paid attention to in the teaching of ugly images are discussed. The conclusion emphasizes the importance of ugly image teaching and the direction of efforts in teaching practice in the future.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3
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相关期刊论文 前3条
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3 谷世栋;;浅谈对丑形象的审美教学[J];中学语文;1992年10期
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