李镇西基于民主教育的阅读教学实践研究

发布时间：2018-06-07 03:18

本文选题：李镇西 + 民主教育　；参考：《广西师范大学》2016年硕士论文

【摘要】：李镇西是中国当代著名的语文教育家,作为特级语文教师的他拥有鲜明的个人特点。他用“爱心和民主”总结自己几十年的语文教育实践,是民主教育坚定的拥护者和践行者,“民主”也深深烙印在他的语文教育思想和实践中。李镇西的民主教育思想主要体现在语文阅读教学上,他在教学中体现出来的智慧,值得广大一线教育者与即将走上三尺讲台的年轻老师学习和借鉴。笔者通过广泛阅读李镇西的著作,重点研读他的课堂教学实录,在总结和反思的基础上写下此文。本文首先对李镇西民主教育思想进行梳理,探究其思想来源,总结其民主阅读教学的主要理念。结合具体的阅读教学案例,从文本解读和课堂操作两方面,探究民主教育思想是如何贯穿到他的教学实践中的。他的民主教育思想和阅读教学给笔者诸多启示,直接影响我的教学实践。他的民主阅读教学也存在着一定的局限,但我们不能因为缺陷而停止探索的脚步。全文分文引言、正文和结语组成,正文部分分为四个章节。引言主要论述了研究对象、研究缘起、研究方法和文献综述等相关问题。第一章,首先论述李镇西民主教育思想的基本内容,他认为民主既是一种社会制度又是一种生活方式,民主教育就是一系列有关民主精神的教育,语文民主教育是富含民主精神的语文教学思想和实践。他的民主阅读教学的主要理念包括教学目的是走进学生心灵,载体是民主课堂,教学过程由“教”变“学”。其次从宏观上对李镇西民主教育思想的来源进行梳理,其思想主要受到苏霍姆林斯基、陶行知、朱永新、魏书生等人的影响,也与他个人成长经历息息相关。第二章,是全文的重点部分。在民主教育思想的指导下,李镇西的阅读教学有其独特之处。在分析和研究他的阅读教学实录的基础上,总结其阅读教学的民主特点。首先,在文本解读方面,李镇西尊重多元主体解读的权利。教学要尊重文本这一特殊主体,尊重文本自身价值,还应创造理解文本的情景与契机。尊重学生主体的体验和感悟,从学生的知识诉求出发。教师应指导学生读出“自己”,读出“问题”；读到“自己”是与课文产生联想共鸣,读出“问题”是对课文产生思考质疑。课堂操作方面,李镇西十分推崇“共享式”的课堂教学模式和师生关系,所以共享与对话是其课堂最重要的元素。他把课堂教学内容比作食物,教学过程则是师生共同品尝和享受食物的过程。“对话”是营造民主氛围的手段,也是民主课堂要达到的目的。而在对话过程中,要正视学生学习者和建构者的地位。教师的价值引导在“对话”中也是必不可少的。李镇西的引导主要体现在以身示范、与学生思考结合等方面。第三章,总结李镇西民主阅读教学思想及实践的启示。教师要转变观念,提升自身民主素养和专业素质。拥有一颗爱心和童心,是对民主教育最朴素的诠释；树立民主、科学、个性的教育观,使语文课堂充满生机和活力；勤于阅读和写作,善于学习和总结,是教师发展和进步的保障。笔者广泛阅读李镇西的教育著作,深受其民主教育思想影响,通过对他的教育思想的学习,不断丰富与充实自身语文教育和教学观念。笔者在教育实习期间,以李镇西的民主教育思想为指导,进行了一场民主教育的实践,受益良多。第四章,主要分析李镇西民主阅读教学的局限。任何一种教育思想或教学方式都有自身的局限,李镇西的民主教育思想也不例外。其缺陷主要体现在：人文充分工具稍弱,尊重有余引领不足。虽有局限,但他一直坚持反思,接受批评,敢于突破。第五章,结语部分总结全文,强调对李镇西民主阅读教学研究的意义。他的民主阅读教学理念符合历史发展潮流,具有前瞻性。在中国教育现实面前,民主教育的实施和推广还有很大的困难,可以说是一个遥远的理想。然而,理想不等于空想,今日我们谈论民主教育,正是顺应时代发展趋势,对“民主更加健全”、社会主义核心价值观的强有力的呼应!
[Abstract]:Li Zhenxi is a famous Chinese educationist in contemporary China. As a special Chinese teacher, he has distinct personal characteristics. He uses "love and democracy" to sum up his Chinese educational practice for decades. He is a firm supporter and practitioner of democratic education. "Democracy" is deeply imprinted in his Chinese educational thought and Practice. Li Zhenxi The idea of democratic education is mainly embodied in the teaching of Chinese reading. The wisdom embodied in his teaching is worth learning and learning from the young teachers who are about to go to the three feet of the platform. I read Li Zhenxi's books extensively and focus on his classroom teaching, and write this on the basis of summary and reflection. This article first combs Li Zhenxi's thought of democratic education, explores its source of thought, sums up the main ideas of the teaching of democratic reading. Combining with specific reading teaching cases, from two aspects of text interpretation and classroom operation, it explores how democratic education thought runs through his teaching practice. His democratic education thought and reading Teaching gives the author a lot of enlightenment, which directly affects my teaching practice. There are some limitations in his teaching of democratic reading. But we can not stop the exploration because of the defects. The full text part is divided into four chapters. The main body is divided into four chapters. The introduction mainly discusses the research object, the origin, the research method and the research method. In Chapter 1, the first chapter discusses the basic content of Li Zhenxi's democratic education thought. He thinks that democracy is a social system and a way of life. Democratic education is a series of education about democratic spirit, and the Chinese democratic education is a Chinese teaching thought and practice rich in democratic spirit. The main idea of reading teaching includes the teaching purpose to enter the student's mind, the carrier is the Democratic class, the teaching process is changed from "teaching" to "learning". Secondly, the origin of Li Zhenxi's democratic education thought is combed from the macro level. The thoughts are mainly influenced by Sue Home Linsky, Tao Xingzhi, Zhu Yongxin, Wei Shusheng and others, and also with his personal growth. Experience is closely related. The second chapter is the key part of the full text. Under the guidance of democratic education thought, Li Zhenxi's reading teaching has its unique features. On the basis of analyzing and studying his reading teaching, it summarizes the Democratic characteristics of his reading teaching. First, in the text interpretation, Li Zhenxi respects the right of multi subject interpretation. We should respect the special subject of the text, respect the value of the text itself, create the situation and opportunity to understand the text, respect the experience and perception of the students, start from the students' demands of knowledge. The teacher should guide the students to read "oneself" and read "problems"; read "self" is a resonance with the text, and read "the problem". In the classroom operation, Li Zhenxi highly praised the "shared" classroom teaching mode and the teacher-student relationship, so sharing and dialogue is the most important element in the classroom. He compares the classroom teaching content to the food, the teaching process is the process of tasting and enjoying the food by the teachers and students. "Dialogue" is the construction. The means of democratic atmosphere are also the purpose of democratic classroom. In the process of dialogue, the status of students and constructors should be faced. The guidance of teachers' value is essential in the dialogue. Li Zhenxi's guidance is mainly embodied in the demonstration of body and the combination of students' thinking. The third chapter summarizes Li Zhenxi's democratic reading. The teachers should change their ideas and improve their own democratic quality and professional quality. Having a love and childlike heart is the simplest interpretation of the democratic education; the education view of democracy, science and individuality is set up to make the language classroom full of vitality and vitality; diligent in reading and writing, good at learning and summing up, is the teacher's hair. The author has read Li Zhenxi's educational work widely, deeply influenced by his democratic education thought, enriches and enriches his own Chinese education and teaching ideas through his study of his educational thought. In the course of educational practice, the author carried out a practice of democratic education guided by Li Zhenxi's democratic education thought. In the fourth chapter, the fourth chapter mainly analyzes the limitations of the teaching of democratic reading. Any educational thought or teaching method has its own limitations, and Li Zhenxi's democratic education idea is no exception. Its defects are mainly reflected in the weakness of the full tools of humanity and the lack of sufficient respect. Although there are limitations, he has always adhered to introspection and acceptance. Criticism, dare to break through. The fifth chapter, the conclusion part summarizes the full text, emphasizes the significance of Li Zhenxi's study on the teaching of democratic reading. His teaching concept of democratic reading is in line with the trend of historical development and is forward-looking. In the face of China's educational reality, the implementation and promotion of democratic education is very difficult, but it can be said to be a distant ideal. Ideal is not equal to fantasy. Today, we talk about democratic education. It is a strong response to the trend of the times and the "more sound democracy" and the core values of socialism.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.33

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