格式塔意象再造理论在高中古诗词教学中的应用研究
发布时间：2018-08-09 11:14
【摘要】：古诗词因其强烈的抒情性、高度的概括性、丰富的想象性以及独特的音乐性,而备受高中语文教材编选者的青睐,在高中语文教材中占据着十分重要的地位,并以其特有的魅力影响着学生的身心发展。当前古诗词教学的主流教学模式以思想主旨、意境意象或语言修辞的鉴赏与分析为主要教学内容,以讲授法、鉴赏法与朗诵法为主要的教学方法,审美过程较多关注审美理解环节而不够完整,难以达成《普通高中语文课程标准(实验)》为实现学生审美能力的培养、审美境界的提升、审美体验的获得、审美情趣的养成所提出的建议和要求。格式塔意象再造的审美过程强调完形性、整体性,经历了审美的心理实现和语言实现两个过程,具体呈现为审美期待、审美感知、审美理解和审美创造环节,审美过程较为完整从而弥补了这一不足。本论文首先对当前高中古诗词主流教学模式的现状及存在的问题进行整理分析,将格式塔意象再造理论引入古诗词教学,并寻找其突破口,从而系统地提出应用于高中古诗词教学的格式塔意象再造的教学模式。其次,以传统古诗词教学过程中的意象分析为参照,比较格式塔理论下的古诗词格式塔意象的建构;从格式塔意象再造与古诗词教学过程中的审美主、客体方面来探寻二者之契合,从而建立古诗词教学的审美期待,确保格式塔意象理论引入古诗词教学的合理性。再次,依据格式塔意象再造的基本方法与审美过程中的审美期待、审美感知和审美理解阶段,从格式塔意象再造的心理实现过程出发并结合具体案例,研究古诗词教学中的审美心理实现;依据格式塔意象再造的语言实现过程,完成古诗词教学中审美过程的审美创造环节。最后,结合具体文本和教学案例,寻找格式塔意象再造理论应用于高中古诗词教学的实践依据,并将其教学效果与当前古诗词主流教学模式进行比较评价,分析格式塔意象再造理论应用于高中古诗词教学的意义所在。
[Abstract]:Because of its strong lyricism, high generality, rich imagination and unique musicality, ancient poetry is favored by the editors of senior high school Chinese textbooks and occupies a very important position in senior high school Chinese teaching materials. And with its unique charm affect the physical and mental development of students. At present, the main teaching mode of ancient poetry teaching is mainly the appreciation and analysis of thought, artistic conception image or language rhetoric, and the main teaching method is teaching method, appreciation method and recitation method. The aesthetic process pays more attention to the process of aesthetic understanding and is not complete enough. It is difficult to reach the standard of ordinary senior high school Chinese curriculum (experiment) in order to realize the cultivation of students' aesthetic ability, the promotion of aesthetic realm and the acquisition of aesthetic experience. The suggestions and requirements put forward by the cultivation of aesthetic taste. The aesthetic process of Gestalt image reconstruction emphasizes gestalt and integrity, and has experienced two processes of aesthetic psychological realization and language realization, which are aesthetic expectation, aesthetic perception, aesthetic understanding and aesthetic creation. Aesthetic process is relatively complete to make up for this deficiency. At first, this paper analyzes the current situation and existing problems of the mainstream teaching mode of ancient poetry in senior high school, introduces the theory of reconstructing Gestalt image into the teaching of ancient poetry, and looks for its breakthrough. Thus, the teaching mode of Gestalt image reconstruction applied to the teaching of ancient poetry in senior high school is put forward systematically. Secondly, with the reference of the image analysis in the teaching process of the traditional ancient poetry, this paper compares the construction of the gestalt image in the Gestalt theory, from the reconstruction of the Gestalt image and the aesthetic master in the teaching process of the ancient poetry. In order to establish the aesthetic expectation of the teaching of ancient poetry and to ensure the rationality of the introduction of gestalt image theory into the teaching of ancient poetry. Thirdly, according to the basic method of Gestalt image reconstruction and aesthetic expectation in aesthetic process, aesthetic perception and aesthetic understanding stage, starting from the psychological realization process of Gestalt image reconstruction and combining with specific cases. This paper studies the realization of aesthetic psychology in the teaching of ancient poetry and completes the aesthetic creation of the aesthetic process in the teaching of ancient poetry according to the language realization process of reconstructing the image of gestalt. Finally, combining with specific texts and teaching cases, this paper tries to find the practical basis for the application of Gestalt image reengineering theory to the teaching of ancient poetry in senior high school, and compares its teaching effect with the current mainstream teaching mode of ancient poetry. This paper analyzes the significance of the application of Gestalt image reconstruction theory to the teaching of ancient poetry in senior high school.
【学位授予单位】：广东技术师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2173898
[Abstract]:Because of its strong lyricism, high generality, rich imagination and unique musicality, ancient poetry is favored by the editors of senior high school Chinese textbooks and occupies a very important position in senior high school Chinese teaching materials. And with its unique charm affect the physical and mental development of students. At present, the main teaching mode of ancient poetry teaching is mainly the appreciation and analysis of thought, artistic conception image or language rhetoric, and the main teaching method is teaching method, appreciation method and recitation method. The aesthetic process pays more attention to the process of aesthetic understanding and is not complete enough. It is difficult to reach the standard of ordinary senior high school Chinese curriculum (experiment) in order to realize the cultivation of students' aesthetic ability, the promotion of aesthetic realm and the acquisition of aesthetic experience. The suggestions and requirements put forward by the cultivation of aesthetic taste. The aesthetic process of Gestalt image reconstruction emphasizes gestalt and integrity, and has experienced two processes of aesthetic psychological realization and language realization, which are aesthetic expectation, aesthetic perception, aesthetic understanding and aesthetic creation. Aesthetic process is relatively complete to make up for this deficiency. At first, this paper analyzes the current situation and existing problems of the mainstream teaching mode of ancient poetry in senior high school, introduces the theory of reconstructing Gestalt image into the teaching of ancient poetry, and looks for its breakthrough. Thus, the teaching mode of Gestalt image reconstruction applied to the teaching of ancient poetry in senior high school is put forward systematically. Secondly, with the reference of the image analysis in the teaching process of the traditional ancient poetry, this paper compares the construction of the gestalt image in the Gestalt theory, from the reconstruction of the Gestalt image and the aesthetic master in the teaching process of the ancient poetry. In order to establish the aesthetic expectation of the teaching of ancient poetry and to ensure the rationality of the introduction of gestalt image theory into the teaching of ancient poetry. Thirdly, according to the basic method of Gestalt image reconstruction and aesthetic expectation in aesthetic process, aesthetic perception and aesthetic understanding stage, starting from the psychological realization process of Gestalt image reconstruction and combining with specific cases. This paper studies the realization of aesthetic psychology in the teaching of ancient poetry and completes the aesthetic creation of the aesthetic process in the teaching of ancient poetry according to the language realization process of reconstructing the image of gestalt. Finally, combining with specific texts and teaching cases, this paper tries to find the practical basis for the application of Gestalt image reengineering theory to the teaching of ancient poetry in senior high school, and compares its teaching effect with the current mainstream teaching mode of ancient poetry. This paper analyzes the significance of the application of Gestalt image reconstruction theory to the teaching of ancient poetry in senior high school.
【学位授予单位】：广东技术师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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