审美经验视域下的初中古诗词教学
发布时间：2019-01-08 18:27
【摘要】：感知、情感、想象、理解是审美经验的四个层次。在审美活动中,主体对客体的认识必先通过对客体的感知,进而产生情感,在情感的基础上,充分运用主体的想象,最后达到对客体的深入理解。本篇论文以此为前提,运用审美经验对初中古诗词教学进行关照。尝试解决在初中古诗词教学中学生对古诗词理解不足的问题。本论文以初中语文学科(人教版)古诗词内容为基础,在理论上和实践上运用审美经验对初中古诗词教学进行研究。论文总共分为四章:第一章阐述初中古诗词感知教学,在感知的过程中,主要运用视觉、听觉、言语感知来进行教学引入。在视觉感知层面:教师可以充分运用图片来辅助教学。与此同时,课本中的注释也是教师和学生所不能忽略的;在听觉感知层面,教师可以运用音乐导入。在教学过程中,可以运用朗读的方式来促进教学;在言语感知层面:教师和学生可以对文本内容进行言语感知,同时,教师的课堂导入也非常重要。第二章阐述初中古诗词情感教学,主体通过在对客体的认识和感受的基础之上进行情感体验。调动学生的情感,把情感渗透到诗词中,让学生体会到诗词中所蕴含的作者的思想感情。在认识层面:学生通过对所学知识的表象进行初步的认识,在认识的基础上形成一定的心理认知;在感受层面:学生通过对所学内容进行感受,在感受的基础上进行情感的渗透;学生通过自身情感的渗透之后,对所学的内容进行情感的分类与体验。第三章阐述初中古诗词想象教学,教师从诗词中的意象和意境入手,充分调动学生的想象力。在意象上:教师指导学生认清所学知识中所含的意象内涵;同时,教师给学生讲解情景交融和虚实相生两种意境;在想象层面:充分调动学生的联想与想象。第四章是初中古诗词理解教学,师生在把握古诗词的言、象、意三者关系的基础上,充分运用知人论世、移情、修辞来理解诗歌的内涵,进而体会到古诗词的美感所在。在言、象、意层面上:正确理解所学内容的言与象、言与意、象与意的关系;在理解层面上:运用知人论世对古诗词的作者及诗歌的写作背景进行认识,用移情的方法把自己的情感渗透进诗词中,最后再对古诗词进行全方位的理解。通过对古诗词的理解,最后升华到对古诗词之美的认识。论文最后归纳并总结了审美经验理论在初中古诗词教学中的应用,阐述了不足之处,并展望了后续的研究方向。
[Abstract]:Perception, emotion, imagination and understanding are four levels of aesthetic experience. In aesthetic activities, the subject's understanding of the object must first through the perception of the object, and then produce emotion, on the basis of emotion, the full use of the subject's imagination, finally to achieve a deep understanding of the object. This thesis takes this as the premise, uses the esthetic experience to carry on the concern to the junior high school ancient poem teaching. This paper tries to solve the problem of students' understanding of ancient poetry in junior middle school. This thesis is based on the content of ancient poetry in junior high school Chinese subject (people education edition), and studies the teaching of ancient poetry in junior high school by using aesthetic experience in theory and practice. The thesis is divided into four chapters: the first chapter expounds the teaching of perception of ancient poetry in junior high school. In the process of perception, it mainly uses vision, hearing and speech perception to introduce teaching. In visual perception level: teachers can make full use of pictures to assist teaching. At the same time, the notes in the textbook can not be ignored by teachers and students; at the level of auditory perception, teachers can use music to introduce. In the process of teaching, the method of reading aloud can be used to promote the teaching; in the aspect of speech perception, teachers and students can perceive the text content, at the same time, the classroom introduction of teachers is also very important. The second chapter expounds the emotion teaching of the ancient poetry in junior high school, the subject carries on the emotion experience on the basis of the understanding and feeling of the object. Arouse the students' emotion, permeate the emotion into the poem, let the student realize the author's thought and emotion contained in the poem. At the cognitive level: students through the knowledge of the appearance of the initial understanding, on the basis of understanding to form a certain psychological cognition; At the level of feeling: students through the content of what they have learned to feel, on the basis of feelings on the basis of emotional infiltration; students through their own emotional infiltration, the content of the study of emotional classification and experience. The third chapter expounds the teaching of imagination of ancient poetry in junior high school. The teacher starts with the imagery and artistic conception of poetry to fully mobilize the students' imagination. In terms of image, the teacher instructs the students to recognize the connotation of image in the knowledge they have learned; at the same time, the teacher explains to the students two kinds of artistic conception, that is, the combination of emotion and scene and the existence of void and reality; at the level of imagination, the association and imagination of students are fully mobilized. The fourth chapter is the understanding teaching of the ancient poetry in junior high school. On the basis of grasping the relationship among the words, images and meanings of the ancient poems, teachers and students fully utilize the understanding of the world, empathy and rhetoric to understand the connotation of poetry, and then realize the aesthetic feeling of the ancient poems. In terms of speech, image, meaning: correctly understand the relationship between words and images, words and meanings, and images and meanings; On the level of understanding, the author of ancient poetry and the background of poetry writing are recognized by means of knowing the people and the world, and the emotion is permeated into the poem by the method of empathy, and finally, the comprehensive understanding of the ancient poetry is carried out. Through the understanding of ancient poetry, it sublimated to the beauty of ancient poetry. Finally, the paper summarizes the application of aesthetic experience theory in the teaching of ancient poetry in junior high school, expounds the shortcomings, and looks forward to the future research direction.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2404964
[Abstract]:Perception, emotion, imagination and understanding are four levels of aesthetic experience. In aesthetic activities, the subject's understanding of the object must first through the perception of the object, and then produce emotion, on the basis of emotion, the full use of the subject's imagination, finally to achieve a deep understanding of the object. This thesis takes this as the premise, uses the esthetic experience to carry on the concern to the junior high school ancient poem teaching. This paper tries to solve the problem of students' understanding of ancient poetry in junior middle school. This thesis is based on the content of ancient poetry in junior high school Chinese subject (people education edition), and studies the teaching of ancient poetry in junior high school by using aesthetic experience in theory and practice. The thesis is divided into four chapters: the first chapter expounds the teaching of perception of ancient poetry in junior high school. In the process of perception, it mainly uses vision, hearing and speech perception to introduce teaching. In visual perception level: teachers can make full use of pictures to assist teaching. At the same time, the notes in the textbook can not be ignored by teachers and students; at the level of auditory perception, teachers can use music to introduce. In the process of teaching, the method of reading aloud can be used to promote the teaching; in the aspect of speech perception, teachers and students can perceive the text content, at the same time, the classroom introduction of teachers is also very important. The second chapter expounds the emotion teaching of the ancient poetry in junior high school, the subject carries on the emotion experience on the basis of the understanding and feeling of the object. Arouse the students' emotion, permeate the emotion into the poem, let the student realize the author's thought and emotion contained in the poem. At the cognitive level: students through the knowledge of the appearance of the initial understanding, on the basis of understanding to form a certain psychological cognition; At the level of feeling: students through the content of what they have learned to feel, on the basis of feelings on the basis of emotional infiltration; students through their own emotional infiltration, the content of the study of emotional classification and experience. The third chapter expounds the teaching of imagination of ancient poetry in junior high school. The teacher starts with the imagery and artistic conception of poetry to fully mobilize the students' imagination. In terms of image, the teacher instructs the students to recognize the connotation of image in the knowledge they have learned; at the same time, the teacher explains to the students two kinds of artistic conception, that is, the combination of emotion and scene and the existence of void and reality; at the level of imagination, the association and imagination of students are fully mobilized. The fourth chapter is the understanding teaching of the ancient poetry in junior high school. On the basis of grasping the relationship among the words, images and meanings of the ancient poems, teachers and students fully utilize the understanding of the world, empathy and rhetoric to understand the connotation of poetry, and then realize the aesthetic feeling of the ancient poems. In terms of speech, image, meaning: correctly understand the relationship between words and images, words and meanings, and images and meanings; On the level of understanding, the author of ancient poetry and the background of poetry writing are recognized by means of knowing the people and the world, and the emotion is permeated into the poem by the method of empathy, and finally, the comprehensive understanding of the ancient poetry is carried out. Through the understanding of ancient poetry, it sublimated to the beauty of ancient poetry. Finally, the paper summarizes the application of aesthetic experience theory in the teaching of ancient poetry in junior high school, expounds the shortcomings, and looks forward to the future research direction.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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