论语文知识教学的几何思维

发布时间：2018-08-06 18:34

【摘要】：知识问题是人类文明不断前行和发展所必须直面的重要一维,指导着人类思想和行为。在语文课程与教学中,语文知识自然也将一直成为语文课程研究的重心。然而现今国内语文知识教学所面临的尴尬境地,始终要求语文教育界对语文知识性质和类别的复杂内容进行分析,从而在一定程度上缓解语文知识教学的无序教学、低效教学的压力,帮助我们走出语文知识教学的混沌状态。本文主要由五部分组成。引言与文献综述,对知识问题研究材料进行总结和阐释,并提出本论文的核心即几何思维指导语文知识教学;第一章结合具体的教学案例审视语文知识体系下的点、线、面、体四个维度的语文知识形态的分类。语文知识教学的几何思维主要是从知识结构和认知心理层面出发,依照几何学的点、线、面、体将知识划分为基本知识点、类别知识线、板块知识面和交际知识体四种形态层面。基本知识点主要表现为在具体教学情境下,具有核心意义的作为某一特定事实结论的概念或集合,类别知识线则是在现实或观念下对特定事实在性质、内容、意义等方面形成一致的逻辑次序关系的概念或集合,板块知识面是对不同的抽象化和概念化的知识类别的统合概念或集合,而交际知识体则是作为特定事实结论的原因和创造或更好地创造这一事实的过程的概念和集合。第二章以静态和动态的知识存在方式对点、线、面、体知识进行统合,并分析其各自特征价值。对语文知识体系下的知识形态进行几何分类的情况下,我们又能相应地根据其各自的本质将四类形态规整为静态的语文“点线面知识”和动态的语文“体知识”两种存在方式。具体说来,基本知识点、类别知识线、板块知识面知识各自的核心本质相对来说是一致的,呈现意义客观、形态固化和内容抽象的特点,也正因为这些特点,使其更易成为认知能力形成的基础,教师能在整个教学过程中以此作为一个抓手展开教学目标定位和教学环节的设计,同时也是作为一种生活认知标准和评价标准。交际知识体和前面三种知识形态则完全呈现出不同的特征,因其动态过程将其称为动态的语文“体知识”,相对而言表现为意义主观、形态开放和内容具象等特点,而这些是人类认知能力发展阶段所必需的巩固和提升准备,也是主体精神不断向外的多角度发展的条件,同时对体知识的认知也是个人思维方式转变的关键。第三章即依照对语文知识的静态“点线面知识”和动态“体知识”的划分而具体展开的知识教学策略的探讨。语文学科知识在静态“点线面知识”和动态“体知识”的层次分析和意识并未得到教师的认可和执行,所以首先要从思想上对四种层面知识的地位进行有效的廓清,随即针对静态的语文“点线面知识”提出在专门的语文知识教学、在伴随的语文能力训练和在日常的语文复习阶段三个不同的教学环境下的具体操作方案,针对动态的语文“体知识”则从语文教学、语文训练和语文生活三个层次提出提炼和归纳、使用与感悟、体验与内化“体知识”的手段。最后一部分是结语,对本论文的基本观点进行总结和说明,同时也认可对于语文知识进行分类的困难和必要性。尽管其中存在不少瑕疵,但是期望对语文知识分类和教学的探索能够更好、更全面地呈现语文知识问题,并尽早走上语文知识教学的科学化道路。
[Abstract]:The problem of knowledge is an important dimension that the human civilization must continue to advance and develop. It guides the human thought and behavior. In the course and teaching of Chinese language, Chinese knowledge will naturally become the focus of the study of Chinese language course. However, the embarrassing situation of the Chinese language knowledge teaching at present is always required by the Chinese educational circles to the Chinese language. The analysis of the complex content of the nature and category of knowledge, to some extent alleviating the disordered teaching of Chinese knowledge teaching and the pressure of inefficient teaching, helps us get out of the chaotic state of Chinese knowledge teaching. This article is composed of five parts. The introduction and literature review are summarized and explained, and the research materials of knowledge and knowledge are summarized and explained. The core of this paper is to guide the teaching of Chinese knowledge with geometric thinking. The first chapter examines the classification of Chinese knowledge form in the four dimensions of the language knowledge system based on the specific teaching cases. The geometric thinking of the teaching of Chinese knowledge is mainly based on the knowledge structure and recognition psychology, according to the point, line and surface of geometry. The body divides knowledge into four aspects: basic knowledge point, category knowledge line, plate knowledge surface and communicative knowledge body. The basic knowledge points are mainly manifested in the core meaning as the concept or set of a particular fact conclusion under the specific teaching situation, and the category knowledge line is in the reality or concept to the specific facts. The concept or set of a consistent logical order relationship is formed in terms of content, meaning, etc. the plate knowledge surface is a unified concept or set of different abstract and conceptualized knowledge categories, while the communicative knowledge body is the concept and set of the process of creating or creating this fact as a specific fact conclusion and the creation or better creation of the fact. We combine the point, line, surface, and body knowledge in the way of static and dynamic knowledge, and analyze the value of their respective characteristics. Under the condition of geometric classification of the knowledge form under the Chinese knowledge system, we can adjust the four forms to the static language "point line face knowledge" and dynamic language according to their respective essence. There are two ways of existence of "body knowledge". In particular, the basic knowledge points, category knowledge lines, and the core nature of the plate knowledge face are relatively consistent, showing the characteristics of meaning objective, form solidification and content abstraction, and because of these characteristics, it makes it easier to form the basis of cognitive ability, and teachers can teach in the whole. In the course of learning, it is used as a grasping hand to carry out the teaching goal orientation and the design of the teaching link. At the same time, it is also a standard of life cognition and evaluation. The communicative knowledge body and the first three kinds of knowledge form have different characteristics. Because of their dynamic process, it is called the dynamic language "body knowledge", which is relative expression. In terms of meaning subjective, form opening and content representation, these are the necessary consolidation and promotion for the development stage of human cognitive ability. It is also the condition of the multi angle development of the subject spirit. At the same time, the cognition of body knowledge is also the key to the transformation of the individual thinking mode. The third chapter is based on the static state of Chinese knowledge. The analysis and Realization of the level analysis and consciousness of the Chinese subject knowledge in the static "point line surface knowledge" and the dynamic "body knowledge" have not been recognized and implemented by the teachers, so the status of the four levels of knowledge should be effective in the first place. And then, in view of the static language "point and line knowledge", we put forward the specific language knowledge teaching in the special language knowledge teaching, in the accompanying language ability training and in the daily language review stage three different teaching environment specific operation plan, in view of the dynamic language "body knowledge" from the language teaching, Chinese training and Chinese life three. The final part is the conclusion, the conclusion and the explanation of the basic views of this paper, and the difficulties and necessity of the classification of Chinese knowledge. Although there are few flaws in it, we expect to classify and teach Chinese knowledge. The exploration can give a better and more comprehensive presentation of the Chinese knowledge problem and embark on the scientific way of teaching Chinese knowledge as early as possible.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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