基于审美体验的中学古诗文教学策略研究

发布时间：2018-08-07 21:28

【摘要】：古诗文作品自古以来就承担了审美教育的任务以及时代要求人才全面发展的背景下,本文通过案例分析法、文献法、比较法等研究方法探讨基于审美体验的中学古诗文教学策略。文章的绪论部分首先从历史背景论述古诗文与美育的关系,古诗文教学可以承担审美教育的任务,中国的古代美学思想和美育思想多是以文学作为重要载体的。此外,西方社会无论是在古代还是在现代,都非常注重古典文学的教育,重视文学的熏陶作用,关注人文精神,注重通过母语的教育传承本国的文化。文献综述部分通过对前人成果的整理,分析出现有研究不足:一是缺少具体的审美教育原则和指导方针,二是缺乏针对作品的个案分析,三是缺乏对学生审美体验的关注,四是过分重视语法、修辞等知识性层面,没有深入作品的精神内涵。文章的正文部分首先阐释本文涉及的理论概念,审美体验、审美教育的本质是什么,以及语文课程的关系,审美体验是审美教育的关键环节,审美教育尤其是语文的审美教育要通过审美体验来进行。然后通过分析古诗文教学中的美育因素,说明古诗文是承担语文美育的重要组成部分以及古诗文教学过程中产生的美育因素是其承担语文美育任务的可行性。其次是对一线教师的教学设计以及课堂实录案例的呈现和比较,分析在古诗文美育实践中面临的困境及产生的原因;从教师角度,教师美育实践评价困难、教师自身意识和能力的局限以及人才选拔制度对教师的导向是造成古诗文教学美育实践困难的主要原因;从学生角度,学生面临的审美困境主要是缺乏审美想象,审美感受力不足和缺乏独立审美体验、审美鉴赏力差,这是由于学生们生活经验单调,缺乏审美基础、审美启发和指引造成的。第三章以审美体验的发生路径和审美能力的原则提出中学古诗文美育实践的教学设计和课堂组织策略,通过审美体验的层次发生,在启发、尊重学生的个体审美体验的基础上,通过有效的教学活动设计,教师引导学生将对作品审美体验进行深化,最终达到培养中学生感受美、鉴赏美和创造美的能力。
[Abstract]:Since ancient times, the works of ancient poetry and prose have undertaken the task of aesthetic education and the overall development of talents required by the times. This paper discusses the teaching strategies of ancient poetry and prose in middle schools based on aesthetic experience. The introduction of the article first discusses the relationship between ancient poetry and aesthetic education from the historical background. The teaching of ancient poetry and prose can undertake the task of aesthetic education. Chinese ancient aesthetic thought and aesthetic education thought are mostly based on literature as an important carrier. In addition, both in ancient times and in modern times, Western society attaches great importance to the education of classical literature, the edifying role of literature, the humanistic spirit, and the transmission of national culture through education in their mother tongue. In the literature review part, there are some deficiencies in the analysis through the collation of predecessors' achievements: first, the lack of specific aesthetic education principles and guidelines; second, the lack of case analysis for the works; third, the lack of attention to the students' aesthetic experience. Fourth, pay too much attention to grammar, rhetoric and other intellectual levels, do not go deep into the spiritual connotation of the work. The main body of the article first explains the theoretical concept, aesthetic experience, essence of aesthetic education, and the relationship of Chinese curriculum. Aesthetic experience is the key link of aesthetic education. Aesthetic education, especially the aesthetic education of Chinese, should be carried out through aesthetic experience. Then by analyzing the aesthetic education factors in the teaching of ancient poetry and prose, it is shown that ancient poetry and prose is an important part of Chinese aesthetic education and the aesthetic education factor in the teaching process of ancient poetry and prose is the feasibility of its undertaking the task of Chinese aesthetic education. Secondly, it analyzes the difficulties and causes in the practice of aesthetic education in ancient poetry and prose, from the perspective of teachers, it is difficult to evaluate the practice of aesthetic education of teachers, and then presents and compares the teaching design of teachers and the actual cases of classroom records, and analyzes the difficulties encountered in the practice of aesthetic education in ancient poetry and prose. The limitation of teachers' own consciousness and ability and the guidance of talent selection system to teachers are the main reasons for the difficulty of aesthetic education in ancient poetry teaching, and from the point of view of students, students' aesthetic dilemma is mainly lack of aesthetic imagination. The lack of aesthetic sensitivity and independent aesthetic experience and poor aesthetic appreciation are caused by students' monotonous life experience, lack of aesthetic basis, aesthetic inspiration and guidance. The third chapter puts forward the teaching design and classroom organization strategy of aesthetic education practice of ancient poetry and prose in middle school based on the path of aesthetic experience and the principle of aesthetic ability. Through the level of aesthetic experience, it can inspire and respect the individual aesthetic experience of students. Through the effective design of teaching activities, teachers guide students to deepen the aesthetic experience of works, and finally to cultivate the ability of students to feel beauty, appreciate beauty and create beauty.
【学位授予单位】：青海师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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