语文教学中的古代经典教育研究

发布时间：2018-02-24 14:01

本文关键词： 语文教学古代经典经典教育　出处：《山东师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：古代经典是经过时间淘涤而积淀下来的最有价值的文化瑰宝，它以优美独特的语言承载着人类思想的精髓、人生的智慧，，更负载着中华民族的历史与文化，对青少年健全人格的培养及文化素质的提升具有重要的价值。语文教学中的古代经典教育正是让学生诵读学习古代经典，让经典陶冶孩子的心灵，提升孩子的文化素质，进而实现对语文教学本质的回归及对中华优秀传统文化的传扬。随着“国学热”、“读经热”的发展，“经典教育”也被越来越多的学校纳入教学工作之中，各种经典诵读活动也成了研究的焦点，期间虽然争鸣不断，经典还是正在以自己的方式走进基础教育。但经典教育能否真正走进语文课堂，接受经典教育的学生能否从内心接受、喜爱并受到熏陶等，这些才是研究者们应该思考和探讨的问题。笔者针对经典教育开展过程中出现的一些普遍问题，初步探讨了语文教学中的古代经典教育，也希望本研究能对古代经典教育实践提供一些有益参考。本论文主要分四大部分探讨了语文教学中的古代经典教育。第一部分：语文教学中的古代经典教育阐释。首先，阐释了经典的含义。其次，明确了古代经典教育的界定。最后，主要从经典教育有利于提高学生的语文能力，提升学生的人文素养，传承民族的传统文化三方面，论述了语文教学中展开古代经典教育的意义。第二部分：语文教学中的古代经典教育现状。根据访问的情况和查阅的资料主要从以下四方面总结概括了语文教学中的古代经典教育现状：一、经典教育之“冷”。小学、中学、大学开展古代经典教育很不平衡，教师对经典教育价值认识不清，仅有较少学校开展古代经典教育，经典教育总体上呈现比较“冷”的现状。二、开展经典教育过程中教学方法不当，很难摆脱传统文言文教学的桎梏。三、经典教育平台狭窄，学生大声诵读古代经典机会和时间很少，经典环境有待优化。四、经典教育资源单一，缺乏科学性。第三部分：语文教学中的古代经典教育实施。针对语文教学中的古代经典教育现状并结合经典教育实践，笔者认为可以从以下三方面实施经典教育：一、搭建“三位一体”经典教育平台。教师提高经典教育素养，重言传更重身教。营造书香校园，让学生在潜移默化中诵读学习古代经典，并连接家庭教育，让家庭也成为促进经典教育的平台。二、讲究经典教育的教学方法。首先经典诵读法，指导学生正确朗读，通过多种教学手段营造经典情境，引导学生吟诵经典，体验经典情思，并运用多种方法帮助学生记诵经典。其次诱思探究法，教师与学生、学生与学生间对话交流经典。教师是平等对话的首席，确定经典话题，诱发探究，循循善问，诱发思考，多维拓展，延伸思考。三、合理利用多种教学资源。连接语文教材与经典读本；充分利用图书馆，广泛阅读经典；利用电视、网络等多媒体资源，提升学生学习经典的兴趣；利用社会资源，开展实践活动，让学生在实践活动中体验经典。第四部分：语文教学中的古代经典教育评价。首先，指出经典教育评价的问题。其次，坚持期待性、发展性、连续性的评价原则，并采用多种评价方法，在不给学生增加压力的前提下促进学生学习经典。
[Abstract]:The ancient classics are the most valuable cultural treasures that have been deposited from time to wash . It bears the essence of human thought , the wisdom of life , the history and culture of the Chinese nation , the cultivation of the healthy personality and the promotion of cultural quality . The ancient classics education in Chinese teaching is the return of the essence of Chinese teaching and the promotion of Chinese excellent traditional culture . With the development of " national heat " and " reading classics " , " classical education " has also been integrated into the teaching work by more and more schools , and various classic chanting activities have become the focus of the research . But whether the classical education can really enter into the language classroom , whether the students who accept the classic education can be accepted , loved and smoked in their own way , these are the problems that the researchers should think and discuss . In the light of the general problems in the course of the classical education , the author discusses the ancient classics education in Chinese teaching , and hopes that the research can provide some useful references to the ancient classics educational practice . This thesis mainly discusses the ancient classics education in Chinese teaching in four parts . The first part : The interpretation of ancient classics in Chinese teaching . First , it explains the meaning of classical education . Secondly , it clarifies the definition of ancient classics education . Finally , it discusses the significance of developing ancient classics in Chinese teaching . The second part : The present situation of ancient classics education in Chinese teaching is summarized in the following four aspects : 1 . The " cold " of classical education . The third part : The implementation of the ancient classics education in Chinese teaching . According to the present situation of ancient classics education in Chinese teaching and combining with the classical educational practice , the author thinks that the classic education platform can be implemented from the following three aspects : First , to construct the " three - in - one " classic education platform . Part IV : The evaluation of ancient classics in Chinese teaching . First , it points out the problems of classical education evaluation . Secondly , it insists on the principle of evaluation of expectancy , development and continuity , and adopts a variety of evaluation methods to promote students ' learning classics without increasing pressure .

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

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