人教版高中语文教材文言文知能系统研究
发布时间：2018-08-23 08:46
【摘要】：本研究中的文言文知能系统是一个基于语文学科教材中,通过表层结构和深层结构影响学生掌握知识和发展能力的系统,也是构成学生知识与能力的主要内容,需要从外显形式和内隐存在两方面综合考察。笔者采用采用文献研究法、内容分析法和图表分析法,以人教版高中语文教材为基础,从课程标准、教学研究和考试大纲三个角度分析高中学生文言文知识与能力的构成,建立起文言文知能系统的框架。苏格拉底说过,未经省察的人生没有价值,同样,未经反思的研究也无法准确地指导实践。本研究以时间(1986年至今)为脉络,梳理了人教版高中语文教材文言文知能系统的变化发展历程,并从外显形式和内隐存在两方面对其表层结构和深层结构的具体演绎情况作了历史描述和特征归纳。从外显形式来看,人教版高中语文教材文言文知能系统的变化发展历程主要呈现出如下阶段特征:在统于“语言训练”麾下的阶段,研究者们就文言文学习展开了结构性、序列化的探索,并对常用词作了研究和整理,文言文教材的编排模式趋于定型,由文白统编转向了独立组织单元,训练主要是简单规则的套用,止步于识记与理解层面。“文学鉴赏”融入主流成为新阶段的特征,学界倡导文言文本体化的回归,表现出文学教育的学习倾向,而教材的编排模式则打破传统格局,辅学材料更新换代。而后“意义运用”成为新宠,文言文学习整合时代精神,讲究文本意义的多重解读,教材的编排思路转向,体现了学生知能发展的规律,教材中的各类选材多维糅合,力求在亲近生活中继承传统。从内隐存在来看,人教版高中语文教材文言文知能系统的变化发展历程主要表现为如下特点:(1)“工具论”旗帜高扬:科学理性与实用主义思潮发挥力量,布鲁纳的“目标分类思想”被广泛应用与文言文教学领域,知性识记的学习方式正中“应试教育”下怀。(2)“人文性”大放异彩:生命教育的提倡,彰显了“学生主体”,文言文教学挣脱了工具论的束缚,文言文学习的“诗教传统”也随之归复。(3)“核心素养”崭露头角:“终身发展”成为了全球的教育诉求,也成为了文言文教学的着眼点,同时重视解读文言文的教育价值和其中承载文化信息的价值取向。最后对人教版高中语文教材中文言文知识与能力在教学中的实现路向进行了思考,笔者认为起点是语言文字,落点是文化传承,还要注意防止矫枉过正的教学反思偏向。
[Abstract]:The classical Chinese knowledge and ability system in this study is based on the Chinese subject teaching materials, through the surface structure and deep structure of students to grasp knowledge and development of the ability of the system, but also constitute the main content of students' knowledge and ability. It is necessary to investigate both explicit form and implicit existence. The author adopts the literature research method, the content analysis method and the chart analysis method to analyze the composition of the students' classical Chinese knowledge and ability from the three angles of curriculum standard, teaching research and examination outline. To establish the framework of classical Chinese knowledge and ability system. Socrates has said that unexamined life is of no value, nor can unreflective research guide practice accurately. Based on the time (1986 to present), this study combs the course of the change and development of the classical Chinese knowledge and ability system in the senior high school Chinese teaching materials. The concrete deductions of the surface structure and the deep structure are described and summarized from the aspects of explicit form and implicit existence. From the perspective of explicit form, the course of the development of classical Chinese knowledge and ability system in the senior high school Chinese teaching materials is mainly characterized as follows: in the period under "language training", researchers have launched a structural approach to the study of classical Chinese. This paper explores the serialization, and studies and arranges the common words. The arrangement pattern of the classical Chinese textbooks tends to be fixed, and the arrangement pattern of the classical Chinese teaching materials turns to the independent organization unit. The training is mainly the application of simple rules, and stops at the level of memorization and understanding. The integration of literary appreciation into the mainstream has become the feature of the new stage. The academic circles advocate the return of the Noumenon of classical Chinese, showing the learning tendency of literary education, while the arrangement mode of teaching materials breaks the traditional pattern and the auxiliary materials are updated. Then "use of meaning" becomes a new favorite, classical Chinese learning and integrating the spirit of the times, pay attention to the text meaning of multiple interpretations, the layout of teaching materials turn to reflect the law of the development of students' knowledge and ability, the various types of materials in the teaching materials of multi-dimensional blending, Strive to inherit traditions in a close life. From the perspective of implicit existence, the course of the change and development of the classical Chinese knowledge ability system in the senior high school Chinese teaching material of human education is mainly characterized as follows: (1) the banner of "tool theory" is high and the scientific rationality and pragmatism trend exerts its power; Bruner's "goal classification thought" is widely used and classical Chinese teaching field, the learning way of intellectual memorization is in the middle of "examination-oriented education". (2) "humanity" is brilliant: the promotion of life education shows "student subject". Classical Chinese teaching breaks free of the bondage of instrumental theory, and the tradition of poetry teaching in classical Chinese learning is restored. (3) "Core accomplishment" has emerged: "lifelong development" has become a global educational appeal, and has also become the starting point of classical Chinese teaching. At the same time, we pay attention to the educational value of classical Chinese and the value orientation of carrying cultural information. Finally, the author thinks about the way to realize the knowledge and ability of classical Chinese in the senior high school Chinese teaching material. The author thinks that the starting point is the language, the point of departure is the cultural inheritance, and the attention should be paid to prevent the overcorrection of teaching reflection bias.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2198527
[Abstract]:The classical Chinese knowledge and ability system in this study is based on the Chinese subject teaching materials, through the surface structure and deep structure of students to grasp knowledge and development of the ability of the system, but also constitute the main content of students' knowledge and ability. It is necessary to investigate both explicit form and implicit existence. The author adopts the literature research method, the content analysis method and the chart analysis method to analyze the composition of the students' classical Chinese knowledge and ability from the three angles of curriculum standard, teaching research and examination outline. To establish the framework of classical Chinese knowledge and ability system. Socrates has said that unexamined life is of no value, nor can unreflective research guide practice accurately. Based on the time (1986 to present), this study combs the course of the change and development of the classical Chinese knowledge and ability system in the senior high school Chinese teaching materials. The concrete deductions of the surface structure and the deep structure are described and summarized from the aspects of explicit form and implicit existence. From the perspective of explicit form, the course of the development of classical Chinese knowledge and ability system in the senior high school Chinese teaching materials is mainly characterized as follows: in the period under "language training", researchers have launched a structural approach to the study of classical Chinese. This paper explores the serialization, and studies and arranges the common words. The arrangement pattern of the classical Chinese textbooks tends to be fixed, and the arrangement pattern of the classical Chinese teaching materials turns to the independent organization unit. The training is mainly the application of simple rules, and stops at the level of memorization and understanding. The integration of literary appreciation into the mainstream has become the feature of the new stage. The academic circles advocate the return of the Noumenon of classical Chinese, showing the learning tendency of literary education, while the arrangement mode of teaching materials breaks the traditional pattern and the auxiliary materials are updated. Then "use of meaning" becomes a new favorite, classical Chinese learning and integrating the spirit of the times, pay attention to the text meaning of multiple interpretations, the layout of teaching materials turn to reflect the law of the development of students' knowledge and ability, the various types of materials in the teaching materials of multi-dimensional blending, Strive to inherit traditions in a close life. From the perspective of implicit existence, the course of the change and development of the classical Chinese knowledge ability system in the senior high school Chinese teaching material of human education is mainly characterized as follows: (1) the banner of "tool theory" is high and the scientific rationality and pragmatism trend exerts its power; Bruner's "goal classification thought" is widely used and classical Chinese teaching field, the learning way of intellectual memorization is in the middle of "examination-oriented education". (2) "humanity" is brilliant: the promotion of life education shows "student subject". Classical Chinese teaching breaks free of the bondage of instrumental theory, and the tradition of poetry teaching in classical Chinese learning is restored. (3) "Core accomplishment" has emerged: "lifelong development" has become a global educational appeal, and has also become the starting point of classical Chinese teaching. At the same time, we pay attention to the educational value of classical Chinese and the value orientation of carrying cultural information. Finally, the author thinks about the way to realize the knowledge and ability of classical Chinese in the senior high school Chinese teaching material. The author thinks that the starting point is the language, the point of departure is the cultural inheritance, and the attention should be paid to prevent the overcorrection of teaching reflection bias.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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