让“语文味”回归语文课堂

发布时间：2018-05-21 08:48

本文选题：语文味 + 变味　；参考：《哈尔滨师范大学》2015年硕士论文

【摘要】：新课程改革方案已经实施十年有余,语文课堂变得更加活跃,教师和学生也更积极地参与,但语文课堂的效果却没有达到人们的预期,语文教学仍被人批评是过分关注其它而忽视自己。语文课堂究竟应该怎样做才能真正满足新课程标准的要求,才能符合学生的身心发展特点,做到全面提高学生的语文素养呢?为改变这一现状,“语文味”概念营运而生。2001深圳市教科院中学语文教研员程少堂先生首先提出“语文味”这一新概念。随着新课程改革的开展,历经10多年的探索,“语文味”从一个简单的概念逐步完善,发展成了一个新的教学理论——“语文味”理论。本文从“语文味”的角度出发,看待现今的语文课堂教学。文章首先对“语文味”的概念及其演变过程进行梳理,概括“语文味”的特征,然后根据“语文味”的概念来判断语文课的“变味”现象,研究“变味”的原因,并试着探索“语文味”回归语文课堂的途径,最后结合“语文味”理论对具体教学个案进行研究。“语文味”不仅是语文课堂需要达到的境界,也是衡量语文课是否成功的标准。“语文味”是语文课堂教学的本质,也是语文课堂是灵魂。没有“语文味”的语文课不能说是真正的语文课。“语文味”作为衡量语文课程是否成功的标准,能使我们对于语文课的变味现象有更好的判断,也更有利于使语文教学回归到语文本身。因此,对“语文味”回归的研究有理论与实践的双重意义
[Abstract]:The new curriculum reform program has been implemented for more than ten years, the Chinese classroom has become more active, teachers and students have participated more actively, but the effect of the Chinese classroom has not met the expectations of people. Chinese teaching is still criticized for paying too much attention to others and neglecting itself. How should the Chinese classroom really meet the requirements of the new curriculum standards, in order to meet the characteristics of students' physical and mental development, so as to achieve the overall improvement of students' Chinese literacy? In order to change the present situation, the concept of "Chinese flavor" was put forward by Mr. Cheng Shaotang, a middle school teacher and researcher of Shenzhen Science Science Institute in Shenzhen City in 2001, and the new concept of "Chinese flavor" was first put forward. With the development of the new curriculum reform, after more than 10 years of exploration, "Chinese flavor" has gradually improved from a simple concept to a new teaching theory-"Chinese taste" theory. This article looks at the Chinese classroom teaching from the angle of "Chinese taste". The article firstly combs the concept of "Chinese flavor" and its evolution process, generalizes the characteristics of "Chinese taste", then judges the phenomenon of "Chinese flavor" according to the concept of "Chinese taste", and studies the reason of "variation taste". And try to explore the "Chinese taste" return to the Chinese classroom approach, and finally combined with the "Chinese taste" theory to study the specific teaching cases. Chinese taste is not only the requirement of Chinese class, but also the criterion to measure the success of Chinese class. "Chinese taste" is the essence of Chinese classroom teaching and the soul of Chinese classroom. A Chinese class without Chinese taste cannot be said to be a real Chinese class. As a criterion to measure the success of Chinese course, "Chinese taste" can make us better judge the changing phenomenon of Chinese course, and also help to make Chinese teaching return to Chinese itself. Therefore, the study on the regression of "Chinese flavor" has the dual significance of theory and practice.
【学位授予单位】：哈尔滨师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3

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