辽宁非物质文化遗产资源在中学语文教学中的应用研究

发布时间：2017-12-31 14:31

本文关键词：辽宁非物质文化遗产资源在中学语文教学中的应用研究　出处：《辽宁师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：非物质文化遗产资源不仅是我们的精神财富,也是丰富的教学资源。国家相关政策规定也鼓励、支持教育机构在教学计划和教学内容中涉及非物质文化遗产内容。《高中语文新课程标准》的总目标也要求在语文学习过程中,要认识中华文化的博大精深,吸收民族文化的精华。辽宁省是我国北方少数民族聚居的重要省份,拥有许多地域特色鲜明的非物质文化遗产资源。本文将辽宁非物质文化遗产与中学语文教学相结合,重点探讨辽宁非物质文化遗产资源在语文教学中的应用。本文结合《普通高中语文新课程标准》,在建构主义、有意义接受学习论等相关理论的指导下,运用问卷调查法、座谈法、文献研究法、观察法等研究方法,对辽宁非物质文化遗产资源在语文教学中的应用现状进行相应的调查研究,发现其中存在的问题,探索有效措施,以此通过语文课让学生了解辽宁非物质文化遗产,培养学生的“文化自觉”意识。全文共分六大部分,具体内容如下:绪论部分,主要介绍辽宁非物质文化遗产资源在中学语文教学中应用的研究背景与研究意义,相关问题研究综述以及所涉及的理论依据与研究方法。第一章内容为辽宁非物质文化遗产概述,主要在对辽宁省非物质文化遗产进行界定、分类的基础上,分析归纳其特点。第二章内容为辽宁非物质文化遗产资源在语文教学中的应用现状。本章主要以辽宁非物质文化遗产与语文教学相关情况为调查内容,针对教师和学生设计两套调查问卷,调查对象为旅顺口区第二高中、普兰店市第七中学、普兰店市第十九中学和瓦房店市第二十二中学的语文教师和学生,调查结束后将调查问卷进行回收,并对调查结果运用SPSS17.0进行数据处理。第三章内容为辽宁非物质文化遗产资源在语文教学中的应用问题与成因。主要论述教师、学生、学校、家长、教材等方面存在的问题,并且对存在的问题进行分析,得出存在问题的原因主要有教师受“应试”教育体制限制、学生没有学习意识、教材缺少非物质文化遗产内容、学校缺乏相关课程设置、家长不重视等原因。第四章内容为辽宁非物质文化遗产资源在语文教学中的策略与探索。主要针对存在的问题分别从学校、教师、家长、教材以及行政部门等方面提出了一些设想,并且分别从作文教学、课文教学、阅读教学、主题班会、专题竞赛、社会体验等六方面提出在语文教学中的实践措施。第五章内容为辽宁非物质文化遗产资源在语文教学中的应用效果检验。本章主要从综合素质测试、语文试题内容以及担当传承志愿者三方面对非物质文化遗产在语文教学中的应用效果进行客观详细地分析,并且对其中存在的不足进行了反思。本文的创新之处在于将辽宁非物质文化遗产与语文教学相结合,具有一定的地域特色,对提高学生学习非物质文化遗产意识,保护地方非物质文化遗产,激发学生学习语文知识的兴趣起到积极作用。
[Abstract]:The intangible cultural heritage resources is not only our spiritual wealth, but also rich teaching resources. The relevant state policies and regulations also encourage and support the total goal of education institutions related to the intangible cultural heritage content of the new curriculum standard in senior high school. "Teaching plan and teaching content is required in the language learning process, in order to understand the broad and profound Chinese culture the essence of national culture. Liaoning province is an important province in northern China's ethnic minorities, has many distinctive regional characteristics of the intangible cultural heritage resources. The Liaoning intangible cultural heritage combined with the Chinese teaching of middle school, focusing on the application of Liaoning intangible cultural heritage resources in Chinese teaching. This paper combined with the new curriculum of senior high school Chinese standard < >, in constructivism, meaningful learning theory and other related theories, using the method of questionnaire investigation, discussion Method, literature research method, observation and other research methods, investigated the corresponding application status of Liaoning intangible cultural heritage resources in the Chinese teaching, find the problems, explore effective measures, in order to let students understand the Chinese course through the Liaoning intangible cultural heritage, to cultivate students' cultural awareness the whole article is divided into six parts, the specific contents are as follows: the introduction part mainly introduces the research background and significance of the application of Liaoning intangible cultural heritage resources in the middle school language teaching, review on related problems and related theoretical basis and research methods. The first chapter is an overview of the intangible cultural heritage in Liaoning, mainly in the definition intangible cultural heritage of Liaoning Province, on the basis of the classification, analyzed and summarized its characteristics. The second chapter is the Liaoning intangible cultural heritage resources in the Chinese teaching should be With the status quo. This chapter mainly takes Liaoning intangible cultural heritage and the Chinese teaching situation for the survey, designed for teachers and students of two sets of questionnaire survey for the Lushunkou District second high school, Seventh Middle School of Pulandian City, the nineteenth Middle School of Pulandian city and Wafangdian City City twenty-second middle school Chinese teachers and students, after the end of the investigation will be the questionnaire is recovered, and the results of the survey using SPSS17.0 for data processing. The third chapter is the application problems in Chinese teaching and the causes of Liaoning intangible cultural heritage resources. Mainly discusses the teachers, students, schools, parents, teaching materials and other aspects of the existing problems, and analyze the existing problems and the reasons for the existence of the main problem of teachers "restricted examination oriented education system, students' awareness of learning materials, the lack of intangible cultural heritage, the lack of school related courses The reason is, parents do not pay attention to. The fourth part is about the strategy and exploration of Liaoning intangible cultural heritage resources in Chinese teaching. The main problems from the school, teachers, parents, and puts forward some ideas of teaching materials and administrative departments, and respectively from the composition teaching, text teaching, reading teaching that topic, the topic of the contest, in the language in the teaching of practical measures of social experience in six aspects. The fifth chapter is the inspection application effect of Liaoning intangible cultural heritage resources in the Chinese teaching. This chapter mainly from the comprehensive quality test, examination content and inheritance of three volunteers as the intangible cultural heritage in the in the language teaching application effect is objectively analyzed in detail, and some problems of reflection. The innovation of this article is the intangible cultural heritage of Liaoning The combination of Chinese teaching and regional characteristics plays a positive role in improving students' consciousness of learning intangible cultural heritage, protecting local intangible cultural heritage and stimulating students' interest in learning Chinese knowledge.

【学位授予单位】：辽宁师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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