以“生命体验”构筑语文古典诗歌教学的诗意研究

发布时间：2018-03-15 04:37

本文选题：生命体验　切入点：语文　出处：《陕西师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：中国古典诗歌是中国传统文化的瑰宝,是几千年来文化生命的延续,其中蕴含着丰富的生命符号与生命底蕴,与学生的生命极为贴近。但我们在教学中常常把既定的认识、理解传授给学生,学生被动地接受,知其然而不知其所以然,缺乏自身生命的参与。中国古典诗歌想象性、多义性与凝练性的特点又使诗歌变得含蓄模糊,一方面为学生的生命体验留下了巨大的空间,一方面造成诗歌的难懂、难解,与学生产生距离。生命体验的古典诗歌教学关照生命的完整性、尊重生命的独特性,挖掘古诗丰富的文化内涵与审美意蕴,站在生命的高度构筑语文古典诗歌教学的诗意栖居,使学习古诗的过程成为生命体验逐渐丰富、深刻的过程。本研究阐述了生命体验丰富的文化内涵与教育意蕴,将生命体验的过程分解成逐步上升又相互交融的四个层次分别阐述,给古典诗歌的教学不乏有益的启示。最后又结合古典诗歌教学的具体案例探讨了生命体验与古典诗歌教学的实践策略,从而指导语文古典诗歌教学实践,使学生与诗歌的内在生命相沟通,促进学生生命的成长。全文分为以下几部分：第一章主要是综述研究现状并列举所运用的研究方法。第二章主要阐述“生命体验”的内涵,从“经验”、“体验”与“生命体验”等概念的联系与区别出发进行概念的界定与阐释,另外阐述了“生命体验”作为语文学习和学生生命成长重要方式的教育意蕴。第三章主要论述“生命体验”的理论基础及其内涵,理论基础主要有生命哲学、建构主义学习理论和接受美学理论。三个理论从不同侧面说明了学生的体验对于认识、学习以及理解的重要性。第四章主要阐述古典诗歌的特点及语文古典诗歌教学面临的主要问题。中国古典诗歌主要有抒情性、想象性、凝练性及多义性等特点。中学语文古典诗歌教学面临的主要问题可以从三方面进行归纳：学的问题、教的问题及应试的影响。第五章主要论述生命体验的四个层次及其对中学语文古典诗歌教学的启示。生命体验的过程可分为初读体验、唤醒体验、认同体验和审美体验四个逐步上升又相互交融的层次。对中学语文古典诗歌教学的启示是教师要了解学生体验的层次,引领学生不断由低层次向高层次攀登。第六章主要阐述生命体验基础上中学语文古典诗歌教学的策略。主要提出了三个策略：在情境中唤醒体验、在对话中深化体验、在拓展中升华体验,并对每个策略提出了具体可操作的方法。
[Abstract]:Chinese classical poetry is the treasure of Chinese traditional culture and the continuation of cultural life for thousands of years. It contains rich life symbols and life details, and is very close to the life of students. Understanding is taught to students, students passively accept it, they know it without knowing why, and they lack the participation of their own life. The characteristics of imagination, polysemy and conciseness of Chinese classical poetry make poetry implicit and vague. On the one hand, it leaves a huge space for students' life experience, on the other hand, it makes poetry difficult to understand, difficult to understand, and distance from the students. The classical poetry teaching of life experience takes care of the integrity of life and respects the uniqueness of life. Excavating the rich cultural connotation and aesthetic meaning of ancient poetry, standing at the height of life, constructing the poetic residence of Chinese classical poetry teaching, making the process of learning ancient poetry become life experience gradually rich, Deep process. This study expounds the rich cultural connotation and educational connotation of life experience, decomposing the process of life experience into four levels, which are gradually rising and blending with each other. Finally, the author discusses the life experience and the practical strategy of classical poetry teaching in order to guide the teaching practice of Chinese classical poetry. The thesis is divided into the following parts: the first chapter summarizes the current situation of the research and enumerates the research methods used. The second chapter mainly expounds the connotation of "life experience". This paper defines and interprets the concept from the connection and difference of the concepts of "experience", "experience" and "life experience". In addition, it expounds the educational implication of "life experience" as an important way of Chinese learning and students' life growth. The third chapter mainly discusses the theoretical basis and connotation of "life experience", the theoretical basis of which is mainly life philosophy. Constructivism learning theory and receptive aesthetics theory. The importance of learning and understanding. Chapter 4th mainly describes the characteristics of classical poetry and the main problems in the teaching of Chinese classical poetry. Chinese classical poetry is mainly lyrical, imaginative, The main problems in the teaching of Chinese classical poetry in middle school can be summarized from three aspects: the problems of learning, Chapter 5th mainly discusses the four levels of life experience and its enlightenment to the teaching of Chinese classical poetry in middle school. The process of life experience can be divided into first reading experience and arousal experience. The enlightenment to the teaching of Chinese classical poetry in middle school is that teachers should understand the level of students' experience. Chapter 6th mainly expounds the strategy of teaching Chinese classical poetry in middle school on the basis of life experience. Three strategies are put forward: arousing the experience in the situation, deepening the experience in the dialogue. Sublimate the experience in the development, and put forward the concrete and operable method for each strategy.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

【参考文献】