当代中国语文教学观念的演变研究

发布时间：2018-03-08 02:24

  本文选题：语文教学观念　切入点：“变教为学”　出处：《浙江师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：当代中国语文教学观念,作为伴随时代发展与教学改革应运而生的思想成果,深刻地影响和改变着中国课堂教学的面貌。伴随着全球化浪潮的席卷及课程改革的日益深化,及时更新教师的教学观念、培养教师多元化的理论胸襟、发展理性怀疑精神并建构未来教学观念的价值体系就更加迫在眉睫。本文以当代中国语文课堂教学观念为研究对象,遵循马克思主义哲学历史与逻辑相统一的原则及教育社会学的研究路径,旨在通过梳理课堂教学观念的演变历程来质疑和批判不合时宜的教学观念,并试图构建未来课堂教学观念的演变趋势及发展路径。语文教学观念指的是新中国成立以来由课堂教学的理论研究者和实践者自觉建构并被大多数教师个体接受和认可的,符合历史发展潮流并对整个社会的教育发展产生重大影响的主流教学思想。本文以课堂中教与学的关系变化为线索,创造性地将当代语文课堂教学观念的演变历程概括为四个阶段：“思政”统领期的“以教代学”→科学主导期的“以教带学”→观念转型期的“以教促学”→人文回归期的“变教为学”。将每种教学观念的形成置于社会变迁的大背景中分别从两条路径进行探析：一条路径是从教学大纲、教材、教学内容、教学方法及师生关系进行理论探究,另一条路径就是选取具有典型代表的实践案例进行评析,以此来佐证和推论教学观念的演变轨迹。通过对当代中国语文教学观念的演变历程进行反思,发现新近兴起的“变教为学”顺应了基础教育课程改革的价值取向,引领着未来课堂教学观念的发展潮流。具体而言,教学范式从指令性范式向解放性范式转变；学习方式从接受性学习向创新性学习转变；教材内容从线性序列向动态生成转变；师生关系从控制关系向对话关系转变。在此基础上指出“变教为学”的实施策略,即顶层设计是理论前提,立足实践是现实基础,教师落实是关键环节。
[Abstract]:The concept of Chinese teaching in contemporary China, as a result of the development of the times and the reform of teaching, has profoundly influenced and changed the appearance of classroom teaching in China, along with the wave of globalization and the deepening of curriculum reform. It is even more urgent to update teachers' teaching concepts in time, cultivate teachers' pluralistic theoretical mind, develop rational skepticism and construct the value system of future teaching concepts. Following the principle of the unity of the history and logic of Marxist philosophy and the research path of sociology of education, this paper aims at questioning and criticizing the anachronistic teaching ideas by combing the evolution of classroom teaching concepts. It also tries to construct the evolution trend and development path of classroom teaching concept in the future. The concept of Chinese teaching refers to the theory researchers and practitioners of classroom teaching who have consciously constructed and accepted by most teachers since the founding of New China. The mainstream teaching thought, which is in line with the trend of historical development and has a great impact on the educational development of the whole society, is based on the change of the relationship between teaching and learning in the classroom. Creatively generalize the evolvement course of contemporary Chinese classroom teaching concept into four stages: "teaching instead of learning" in the leading period of "ideological and political" 鈫扵eaching and Learning in the period of Science leading. 鈫，

本文编号：1582010