高中文言文教材中的传统文化研究

发布时间：2018-04-29 14:37

本文选题：传统文化 + 精神　；参考：《辽宁师范大学》2015年硕士论文

【摘要】：汉语文言文作为叙述抒写手段,已被使用数千年。虽然现在文言文和人们的生活有所脱离,不可否认的是它依然具有强烈的生命力和学习的价值。高中语文教材所选文章多是名家名篇,这些选文闪耀着先人智慧光芒的同时,也凝聚着浓重的人文精神。《高中语文课程标准》要求教师要善于利用教材,做到“工具性”与“人文性”相结合,以求在深刻理解字义基础上进行传统文化教学。高中语文教材共有八本书涉及到文言文知识,选文占到文章总量的一半之多。但现实是,五本必修教科书所涵盖的课程要在一年半的学期安排里结束,时间紧任务重。大多数学生课堂上抗拒文言文的学习,但是为了应付考试,又不得不大量记忆乏味枯燥的实词、虚词。部分教师对文言文的讲授只是照搬教师用书,致使课堂愈加呆板无味。怎么才能有效又生动的将传统文化知识融合到文言文教学中?传统文化教学对教师的要求如何?针对这些问题,本人在实习基础上,对教材中所蕴含的传统文化知识进行梳理,提出了营造具有文化性课堂的几点理论思考。全文试从五大部分进行论述:在引言部分,主要总结了问题产生的原因和背景,并且对国内外研究现状作了概述,明确了研究的意义。第一章明确了几个重要概念,列举了文言文同白话文相比具有的独特之处和学习的价值,接下来分析了学习传统文化的意义。第二章主要对教材中蕴含的传统文化内容,具体从时代、常识、儒道思想、文学体裁等四大方面进行了归纳。第三章主要论述了高中文言文教学进行传统文化传承的必要性。第四章,针对教师与学生分别提出了建议,即学生要多进行朗读,在读的基础上了解文化背景,从而提高课堂的听课效率。教师要具有较深厚的文化修养,并努力成为传统文化的实践者。
[Abstract]:Chinese classical Chinese has been used for thousands of years as a means of narrative expression. Although classical Chinese is now divorced from people's lives, it is undeniable that it still has strong vitality and learning value. Most of the articles selected in Chinese teaching materials in senior high school are famous ones, which shine with the wisdom of their forefathers and at the same time condense the strong humanistic spirit. The Chinese Curriculum Standard of Senior High School requires teachers to be good at making use of teaching materials. To combine instrumentality with humanism in order to teach traditional culture on the basis of profound understanding of the meaning of characters. There are eight books involved in classical Chinese knowledge in senior high school Chinese textbooks, and the selection of articles accounts for more than half of the total amount of articles. The reality, however, is that the five required textbooks cover courses that end in a year and a half with heavy deadlines. Most students resist the study of classical Chinese in class, but in order to cope with the examination, they have to memorize a lot of boring words and function words. Some teachers teach classical Chinese only by copying teachers' books, which makes the classroom more dull. How to effectively and vividly integrate traditional cultural knowledge into classical Chinese teaching? What are the requirements of traditional culture teaching for teachers? In view of these problems, on the basis of practice, I combed the traditional cultural knowledge contained in the teaching material, and put forward some theoretical thoughts on the construction of cultural classroom. In the introduction part, the author summarizes the causes and background of the problems, summarizes the current research situation at home and abroad, and clarifies the significance of the research. The first chapter defines several important concepts, enumerates the unique features and learning value of classical Chinese compared with vernacular Chinese, and then analyzes the significance of learning traditional culture. The second chapter summarizes the content of traditional culture in the teaching material from four aspects: times, common sense, Confucianism and Taoism, and literary genre. The third chapter mainly discusses the necessity of traditional culture inheritance in classical Chinese teaching in senior high school. In the fourth chapter, the author puts forward some suggestions for teachers and students, that is, students should read aloud and understand the cultural background on the basis of reading so as to improve the efficiency of class listening. Teachers should have deep cultural accomplishment and strive to become practitioners of traditional culture.
【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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