接受美学视角下的中学文言文教学研究

发布时间：2018-05-20 14:55

本文选题：接受美学 + 文言文　；参考：《陕西师范大学》2015年硕士论文

【摘要】：文言文是中华民族几千年历史文化的精华,更是传承民族精神、弘扬中华文明的重要载体。中学生学习文言文对于提高学生写作鉴赏能力,陶冶道德情操甚至传承中华文明大有裨益。但是反观中学文言文教学,文言文应有的作用非但没有得到较好发挥,反而成为了学生语文学习的一大障碍。最主要的原因在于,教学中不重视学生读者的主体地位。20世纪80年代从西方传入中国的接受美学理论,提出了“读者中心论”,重视读者的阅读参与活动,并且在30年的发展过程中,逐渐从文艺评论方面向教育领域扩散,直接参与了新时期语文教学实践的变革。接受美学强调“读者中心”,这与新课程倡导的“重视学生主体地位”的观点是一致的。在长期的“文本中心”思想的指导下,阅读教学的过程过于追求作者原本意义,忽略了读者的独特阅读感受,接受美学理论重视读者,重视读者与文本的对话,新课程改革也强调加强教师、文本、学生的对话意识。本文从接受美学的基本观点出发,结合当前文言文教学出现的问题进行相关研究,探讨接受美学理论指导下文言文教学改革的实践。论文的第一章主要论述了本文的研究缘起及文献综述。第二章介绍了接受美学的主要观点,主要论述了期待视野和召唤结构,并在期待视野部分介绍了定向期待和创新期待。并从新课程改革理念和人本主义理念等方面论述了将接受美学应用于文言文教学的必要性和可能性。第三章主要以表格方式呈现调查问卷结果,归纳了中学文言文教学中存在的问题,并从接受美学角度对原因进行分析。主要表现在,传统文言文教学观念的束缚；文言文阅读材料的单一性导致学生期待视野狭窄；忽视期待视野学生文言文学习兴趣不高；教师授课的灌输性,主体地位丧失；文言文教学内容的标准化以及过于强调多元解读等。第四章是文章的重点部分,主要是在原因分析的基础上,从接受美学的视角,提出解决措施。主要有以下几点：更新观念,树立民主、对话、自我解读文本的观念；通过增加文言文阅读量,拓展学生期待视野；用好学生的生活体验,可以借助音乐,通过角色扮演以及利用学生已有的生活经验视野对文本进行整合；从意象层面和细节层面,挖掘文本空白点,激发学生主体性,展开自主解读和主体体验；从“偏见”入手,展开争论,求得共鸣和正解。同时,提出了接受美学视角下教学过程中需要注意的问题,那就是主动反思,防止脱离文本目标的过度解读。
[Abstract]:Classical Chinese is the essence of the Chinese nation's history and culture for thousands of years, and it is also an important carrier for inheriting the national spirit and carrying forward the Chinese civilization. Middle school students learn classical Chinese to improve students' ability to appreciate writing, cultivate moral sentiment and even inherit Chinese civilization. But when we look at the teaching of classical Chinese in middle schools, the function of classical Chinese has not been well developed, but has become a big obstacle to students' Chinese learning. The main reason lies in the fact that the main body position of the student reader is not attached importance to in the teaching. The reception aesthetics theory introduced from the west in the 1980s puts forward the "reader-centered theory" and attaches importance to the reader's reading participation. And in the course of 30 years' development, it has gradually spread from literary criticism to educational field and directly participated in the reform of Chinese teaching practice in the new period. Reception aesthetics emphasizes "reader center", which is consistent with the view of "attaching importance to the subject status of students" advocated by the new curriculum. Under the guidance of the thought of "text center" for a long time, the process of reading teaching pursues the author's original meaning too much, neglects the reader's unique reading feeling, accepts the esthetics theory to attach importance to the reader, attaches importance to the dialogue between the reader and the text. The new curriculum reform also emphasizes strengthening the dialogue consciousness of teachers, text and students. Starting from the basic viewpoint of reception aesthetics and combining with the current problems in classical Chinese teaching, this paper probes into the practice of classical Chinese teaching reform under the guidance of reception aesthetics theory. The first chapter mainly discusses the origin of this paper and literature review. The second chapter introduces the main viewpoints of reception aesthetics, mainly discusses the visual field of expectation and the structure of summons, and introduces the directed expectation and innovation expectation in the part of expectation vision. It also discusses the necessity and possibility of applying reception aesthetics to classical Chinese teaching from the aspects of new curriculum reform and humanism. The third chapter presents the questionnaire results in the form of tables, summarizes the existing problems in the teaching of classical Chinese in middle schools, and analyzes the reasons from the perspective of reception aesthetics. It mainly shows in the bondage of traditional classical Chinese teaching concept, the singularity of reading materials in classical Chinese, the narrow expectation field of vision, the lack of interest in classical Chinese learning, the indoctrination of teacher teaching, the loss of subject position; The standardization of classical Chinese teaching content and too much emphasis on multiple interpretation and so on. The fourth chapter is the focus of the article, mainly on the basis of cause analysis, from the perspective of reception aesthetics, put forward solutions. The main points are as follows: renewing ideas, establishing democracy, dialogue, and self-interpretation of the text; expanding students' horizon of expectation by increasing the amount of reading in classical Chinese; and making good use of the students' life experience, they can make use of music. Through the role playing and using the students' existing life experience vision to integrate the text; from the image level and the detail level, excavates the text blank spot, stimulates the student subjectivity, launches the independent interpretation and the subject experience; starts from the "prejudice", Open out the argument and find the resonance and positive solution. At the same time, the author puts forward some problems in the teaching process from the perspective of reception aesthetics, that is, active reflection and prevention of excessive interpretation from the target of the text.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

【共引文献】