中学语文课程人文教育内容开发研究

发布时间：2018-10-29 12:24

【摘要】：工具性和人文性的统一是语文课程的基本特点,对受教育者实施人文教育是语文教育的应有之义。然而,在语文教学实践中,“重知识轻人文”的现象仍旧普遍存在,这在一定程度上阻碍了语文课程人文性目标的达成。本论文依据语文新课程理念,运用文献研究法、案例分析法等研究方法,对中学语文课程中人文教育的内涵、构成要素、内容、开发策略等进行探讨,力求为中学语文课程中人文教育内容的开发提供参考。本论文主要由绪论、正文三章、结语三部分构成。绪论,阐释了研究的缘起、目的和意义、内容、思路和方法、重难点以及国内外对此论题的相关研究成果等。第一章,首先探讨了人文教育及其发展历程,包括人文、人文教育的涵义以及相关概念辨析。笔者通过对人文教育相关概念的梳理,认为其内涵应包括两方面:第一,人文教育的的终极关怀是培养和提升人文精神;第二,人文教育的载体是人文知识。其次探讨了在语文课程中开发人文教育内容的必要性,这种必要性体现在两个方面:人文教育能够满足语文课程育人的发展需求,语文教学中人文教育的缺失。第二章,一方面,对人文教育内容的构成要素进行分析,根据人文教育的内涵,笔者把其构成要素分成两大板块:即人文知识和人文精神。人文知识包括理想信念、情感、审美、个性心理四个要素。人文精神的内涵是指:第一,以人为本,关注人的意识和行为;第二,以文化为载体,注重文化的积累和创造。另一方面,从课程标准、语文教材、课堂教学、课外学习四个方面对语文课程中人文教育的内容进行了系统梳理。以此,为后文提出具体的开发策略奠定理论基础。第三章,提出具体的开发策略。首先,要充分挖掘教材文本中的人文教育资源。其次,要关注课堂教学中生成性的人文教育资源,拥有课程资源意识和对人文资源的敏锐洞察力,注重学生在课堂上的提问和质疑,以及在课堂上出现的错误和分歧。再次,从民主的课堂氛围与和谐的师生关系两方面着眼,创设良好的人文氛围。最后,从丰富课外阅读、加强课外活动体验和注重班级文化建设三方面展开研究,拓展课堂教学之外的人文教育内容。
[Abstract]:The unity of instrumentality and humanism is the basic characteristic of Chinese curriculum, and it is the proper meaning of Chinese education to carry out humanistic education to the educatee. However, in the practice of Chinese teaching, the phenomenon of "attaching importance to knowledge and neglecting humanity" still exists, which to some extent hinders the achievement of the humanistic goal of Chinese curriculum. Based on the concept of the new curriculum of Chinese, using the methods of literature research and case analysis, this paper probes into the connotation, elements, contents and development strategies of humanistic education in the middle school Chinese curriculum. In order to provide a reference for the development of humanities education content in the middle school Chinese curriculum. This thesis consists of three parts: introduction, three chapters and conclusion. The introduction explains the origin, purpose and significance, contents, ideas and methods, important and difficult points, and related research results of this topic at home and abroad. The first chapter discusses humanities education and its development course, including humanities, the meaning of humanities education and related concepts. By combing the related concepts of humanistic education, the author thinks that its connotation should include two aspects: first, the ultimate concern of humanistic education is to cultivate and promote the humanistic spirit; second, the carrier of humanistic education is humanistic knowledge. Secondly, it discusses the necessity of developing humanistic education in Chinese curriculum, which is reflected in two aspects: humanistic education can meet the development needs of Chinese curriculum education, and the lack of humanistic education in Chinese teaching. The second chapter, on the one hand, analyzes the elements of the content of humanistic education. According to the connotation of humanistic education, the author divides the elements into two parts: humanistic knowledge and humanistic spirit. Humanistic knowledge includes four elements: ideal and belief, emotion, aesthetics and personality psychology. The connotation of humanistic spirit refers to: first, people first, pay attention to people's consciousness and behavior; second, take culture as the carrier, pay attention to the accumulation and creation of culture. On the other hand, the contents of humanities education in Chinese curriculum are systematically combed from four aspects: curriculum standard, Chinese teaching material, classroom teaching and extracurricular learning. In this way, it lays a theoretical foundation for the later article to put forward the specific development strategy. The third chapter, put forward the specific development strategy. First of all, to fully tap the text of the humanities education resources. Secondly, we should pay attention to the generative humanistic education resources in classroom teaching, have the consciousness of curriculum resources and the keen insight of humanistic resources, pay attention to the students' questioning and questioning in the classroom, as well as the mistakes and differences in the classroom. Thirdly, from two aspects of democratic classroom atmosphere and harmonious teacher-student relationship, create a good humanistic atmosphere. Finally, from the enrichment of extracurricular reading, strengthening the extracurricular activities experience and paying attention to the construction of class culture three aspects of research, expand the content of humanities education outside classroom teaching.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

【相似文献】