小学高年级语文审美教育实践方式研究
发布时间：2018-11-23 11:03
【摘要】：语文审美教育的依托是语文教材、语文课堂以及一切生活中存在的美的因素,在具有一定审美修养的教师教导下,引导学生发现自我、探索世界,教育学生感知美、鉴赏美、评价美、创造美,力求陶冶学生情感,使其形成正确的审美观点、高尚的审美情趣和健全的审美能力,最终成为具有和谐心性和完善人格的人。随着时代的发展,美育逐渐成为我国教育教学内容的重要部分,而小学语文课堂,凭借语文课的审美特点及小学高年级学生的审美特点,成为进行审美教育的重要途径。基于此,本文从以下三个部分,对小学高年级语文审美教育进行理论及实践两方面的具体阐述：第一章：追本溯源,明确概念。根据席勒在《审美教育书简》中首次提出的审美教育的内涵以及长期以来语文教育工作者们习惯性的定义,试对语文审美教育进行个性化的定义。并具体分析了语文审美教育具有内容形象性、过程情感性、方式自由化、效果潜移默化性的特点。同时对语文审美教育的功能做出总结。第二章：将语文审美教育具体到小学高年级阶段,首先从心理学和审美心理学出发,分析了小学高年级学段学生的审美心理特点。其次从教材内容、教材形式、教材语言以及具体课文分析四方面进行语文审美教育的阐述。第三章：第三章的内容是语文审美教育的方法论论述部分,此章从《语文课程标准》对阅读教学的要求出发,以朗读技巧为理论基础,结合诗歌、故事、散文给出读书的具体要求与方法,引导学生从节奏、情节、情感等方面,读出语文课文之美。第二部分将音乐美、美术美、影视美与语文审美教育有机结合起来。首先论述音乐在语文课堂中的渲染作用,并且结合具体课文,设计音乐在语文课中的使用方式。其次采用同样的写作步骤论述了美术以及影视在语文审美教学中的作用与方式。第三部分将眼光放到语文课堂之外,让语文的审美走出课堂,走进学生生活的每个角落。分别从课外书法训练中,让学生感受汉字字形之美,从课文拓展阅读中,让学生阅读课文之外更广阔的文学之美。此外,本章还涉及了校园环境与家庭环境对语文审美教育的重要影响。
[Abstract]:The aesthetic education of Chinese is based on the factors of beauty existing in Chinese teaching materials, Chinese classes and all kinds of life. Under the guidance of teachers with certain aesthetic accomplishment, it guides students to discover themselves, explore the world, educate students to perceive beauty and appreciate beauty. To evaluate beauty, to create beauty, to cultivate students' emotion, to form a correct aesthetic point of view, to form a noble aesthetic taste and to have a sound aesthetic ability, and finally to become a person with harmonious heart and perfect personality. With the development of the times, aesthetic education has gradually become an important part of the content of education and teaching in our country, and the Chinese classroom in primary schools has become an important way to carry out aesthetic education by virtue of the aesthetic characteristics of Chinese classes and the aesthetic characteristics of senior students in primary schools. Based on this, this article from the following three parts, to the primary school senior Chinese aesthetic education theory and practice of two specific elaboration: the first chapter: tracing back to the source, clear concept. According to the connotation of aesthetic education first put forward by Schiller in the Book of Aesthetic Education and the definition of Chinese educators' habit for a long time, the individualized definition of Chinese aesthetic education is tried. It also analyzes the characteristics of Chinese aesthetic education, such as content visualization, process emotion, way liberalization and subtle effect. At the same time, it summarizes the function of Chinese aesthetic education. The second chapter: the Chinese aesthetic education to the primary school senior stage, first from the psychology and the esthetic psychology, has analyzed the elementary school senior study section student's esthetic psychology characteristic. Secondly, it expounds the aesthetic education of Chinese from four aspects: the content, the form, the language and the analysis of the text. Chapter three: the content of the third chapter is the methodology discussion part of Chinese aesthetic education. This chapter starts from the requirement of reading teaching in "Chinese Curriculum Standard", based on the reading skills, and combines poetry and story. Prose gives the specific requirements and methods of reading, and guides the students to read out the beauty of the Chinese text from the aspects of rhythm, plot, emotion and so on. The second part combines the beauty of music, art, film and television with Chinese aesthetic education. Firstly, it discusses the rendering function of music in Chinese class, and designs the way of using music in Chinese class combined with the specific text. Secondly, it discusses the function and method of art and film in Chinese aesthetic teaching by the same writing steps. The third part looks beyond the Chinese classroom, lets the Chinese esthetic go out of the classroom, enters every corner of the student's life. In the course of extracurricular book training, the students can feel the beauty of Chinese characters, and expand their reading from the text, so that the students can read the beauty of literature beyond the text. In addition, this chapter also deals with the campus environment and family environment on the important impact of Chinese aesthetic education.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2
本文编号：2351361
[Abstract]:The aesthetic education of Chinese is based on the factors of beauty existing in Chinese teaching materials, Chinese classes and all kinds of life. Under the guidance of teachers with certain aesthetic accomplishment, it guides students to discover themselves, explore the world, educate students to perceive beauty and appreciate beauty. To evaluate beauty, to create beauty, to cultivate students' emotion, to form a correct aesthetic point of view, to form a noble aesthetic taste and to have a sound aesthetic ability, and finally to become a person with harmonious heart and perfect personality. With the development of the times, aesthetic education has gradually become an important part of the content of education and teaching in our country, and the Chinese classroom in primary schools has become an important way to carry out aesthetic education by virtue of the aesthetic characteristics of Chinese classes and the aesthetic characteristics of senior students in primary schools. Based on this, this article from the following three parts, to the primary school senior Chinese aesthetic education theory and practice of two specific elaboration: the first chapter: tracing back to the source, clear concept. According to the connotation of aesthetic education first put forward by Schiller in the Book of Aesthetic Education and the definition of Chinese educators' habit for a long time, the individualized definition of Chinese aesthetic education is tried. It also analyzes the characteristics of Chinese aesthetic education, such as content visualization, process emotion, way liberalization and subtle effect. At the same time, it summarizes the function of Chinese aesthetic education. The second chapter: the Chinese aesthetic education to the primary school senior stage, first from the psychology and the esthetic psychology, has analyzed the elementary school senior study section student's esthetic psychology characteristic. Secondly, it expounds the aesthetic education of Chinese from four aspects: the content, the form, the language and the analysis of the text. Chapter three: the content of the third chapter is the methodology discussion part of Chinese aesthetic education. This chapter starts from the requirement of reading teaching in "Chinese Curriculum Standard", based on the reading skills, and combines poetry and story. Prose gives the specific requirements and methods of reading, and guides the students to read out the beauty of the Chinese text from the aspects of rhythm, plot, emotion and so on. The second part combines the beauty of music, art, film and television with Chinese aesthetic education. Firstly, it discusses the rendering function of music in Chinese class, and designs the way of using music in Chinese class combined with the specific text. Secondly, it discusses the function and method of art and film in Chinese aesthetic teaching by the same writing steps. The third part looks beyond the Chinese classroom, lets the Chinese esthetic go out of the classroom, enters every corner of the student's life. In the course of extracurricular book training, the students can feel the beauty of Chinese characters, and expand their reading from the text, so that the students can read the beauty of literature beyond the text. In addition, this chapter also deals with the campus environment and family environment on the important impact of Chinese aesthetic education.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2
【参考文献】
相关期刊论文 前2条
1 程秀珍;;浅谈多媒体技术在小学语文审美教育中的意义[J];科教导刊(中旬刊);2012年02期
2 詹晶;;民乐在语文审美教育中的应用[J];教育教学论坛;2010年23期
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