语文课本体性教学的问题与对策探究

发布时间：2018-05-14 10:17

本文选题：语文教学 + 本体性　；参考：《山东师范大学》2016年硕士论文

【摘要】：随着语文教学中“非语文”、“伪语文”、“假语文”等问题的出现,现行语文课堂中情感、态度、价值观等非本体性教学内容的比重逐渐增加,泛人文化问题趋向逐渐明显,超越语文的花样课堂教学活动频仍等问题越来越受到教育界以及整个社会的广泛关注,语文教育界也因此掀起了一场关于真语文问题的大讨论。这场关于语文教学内容的大讨论呼吁着社会和教育者正视语文教学的本质,摒弃过度重视人文教学内容和形式组织活动的课堂教学,明确语文教学中语言文字的重要地位,理解语文教学的真正价值和意义。本论文将从本体性语文教学的实质出发,阐释语文课本体性教学的内涵,厘清本体性与非本体性的关系,结合现行语文课堂教学中实际存在的问题,从教学内容和教学形式两个主要方面揭示当前语文课堂教学中本体性缺失的现状,深刻剖析其中的原因,并指明解决这一现状问题的目的、研究价值和研究意义;同时综合文献调查、访谈、课堂观察和案例分析等多种研究方法,针对本体性缺失、非本体性盛行的这一教学现象,结合具体的课堂案例分析,阐明语文教学过程中应以语用为本体、以文本为本体、以学生为主体的教学原则,揭示以语文知识的学习、语文方法的训练、语文素养和语文能力的提升为核心的实质,为本体性语文课堂教学的实现提出具体可行的策略。全文共分为四部分:第一部分:语文课本体性教学的基本阐释。本章主要对于本体性教学进行概念阐释,并具体解析语文课本体性教学的内涵。第二部分:语文课本体性教学的问题及探究意义。本章主要针对语文课堂的现状和原因进行探究,并对本体性教学的目的和意义进行论述。第三部分:语文课本体性教学的对策。本章主要结合语文课堂教学的实际案例,针对当前语文课堂中的问题,提出以语用为本体、文本为本体、学生为主体的教学原则以及立足语文知识、语文素养、语文方法、语文能力的教学策略和方法。第四部分:语文课本体性教学应注意的问题。本章主要是在第三章语文教学基本原则和策略的基础上进行课堂教学的部分补充,从教学设计、教学细节以及课堂形式等方面提出具体的建议。本论文一方面从现状透析原因,再结合具体事例提出系统性的策略;另一方面,更打破了本体性和非本体性的严格界限,于互相融入之中阐明实现语文本体性教学的意义。这一问题的探究顺应了真语文问题的大讨论,立足于现实的发展需求,并对于当前本体性语文教学课堂的实现,对于学生语文学习能力的提升,对于语文教师教学能力的提高都有着极其重要的意义。
[Abstract]:With the emergence of such problems as "non-Chinese", "pseudo-Chinese" and "false Chinese" in Chinese teaching, the proportion of non-ontological teaching contents such as emotion, attitude, values and so on in the current Chinese classroom is gradually increasing, and the problem of pan-human culture tends to become obvious. More and more attention has been paid to the problems of transcending the Chinese variety classroom teaching activities and so on. As a result, the Chinese education field has also raised a great discussion about the real Chinese problem. This great discussion on the content of Chinese teaching appeals to the society and educators to face up to the essence of Chinese teaching, abandon the classroom teaching that pays too much attention to the contents and forms of humanistic teaching, and make clear the important position of language and characters in Chinese teaching. Understand the real value and significance of Chinese teaching. Starting from the essence of Noumenon Chinese teaching, this paper will explain the connotation of Chinese textbook teaching, clarify the relationship between Noumenon and non-Noumenon, and combine the existing problems in Chinese classroom teaching. From the two main aspects of teaching content and teaching form, this paper reveals the present situation of Noumenon deficiency in Chinese classroom teaching, deeply analyzes the reasons, and points out the purpose, research value and significance of solving this problem. At the same time, comprehensive literature survey, interviews, classroom observation and case analysis and other research methods, aiming at the lack of ontology, non-ontological prevalence of this teaching phenomenon, combined with specific classroom case analysis, In the course of Chinese teaching, we should take pragmatics as the Noumenon, text as the Noumenon and students as the main body, and reveal the essence of the study of Chinese knowledge, the training of Chinese methods, the improvement of Chinese accomplishment and the improvement of Chinese ability. Put forward concrete and feasible strategy for the realization of Noumenon Chinese classroom teaching. The full text is divided into four parts: the first part: the basic interpretation of Chinese textbook teaching. This chapter mainly explains the concept of Noumenon Teaching, and analyzes the connotation of Chinese textbook Teaching. The second part: the problems and significance of Chinese textbook teaching. This chapter mainly aims at the present situation and reasons of Chinese classroom, and discusses the purpose and significance of Noumenon teaching. The third part: the countermeasures of Chinese textbook teaching. This chapter mainly combines the actual cases of Chinese classroom teaching, aiming at the problems in the current Chinese classroom, puts forward the teaching principle of taking pragmatics as the main body, text as the main body, students as the main body, and based on Chinese knowledge, Chinese literacy, Chinese methods. The teaching strategy and method of Chinese ability. The fourth part: the problems that should be paid attention to in the teaching of Chinese textbooks. This chapter is mainly based on the third chapter of the basic principles and strategies of Chinese teaching to supplement the classroom teaching, from the teaching design, teaching details and classroom form and other aspects of specific suggestions. On the one hand, this paper analyzes the reasons from the current situation, and then puts forward a systematic strategy in combination with specific cases; on the other hand, it breaks the strict boundaries of ontology and non-ontology, and clarifies the significance of realizing Chinese ontological teaching in the process of mutual integration. The exploration of this problem conforms to the great discussion of the real Chinese problem, based on the actual development needs, and the realization of the current Noumenon Chinese teaching classroom and the improvement of the students' Chinese learning ability. It is of great significance to improve the teaching ability of Chinese teachers.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3

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