人文主义渗透下的高中诗歌教学之探微

发布时间：2018-06-14 20:37

本文选题：诗歌教学 + 人文主义　；参考：《辽宁师范大学》2015年硕士论文

【摘要】：人文主义思想是一种基于理性和仁慈的哲学理论和世界观。在文学创作当中,人文主义情怀反映了人们不同的人生观、世界观和价值观。诗歌创作是文学创作中的一个重要组成部分,诗歌有它独到的风格和特征,以它凝练的语言,含蓄的手法,朗朗上口的词句,打动着一代又一代的读者;以它独具特色的美唤醒了人们的灵魂。在高中诗歌教学中,由于教学模式、教师自身素养、学生自身素质等原因导致学生与诗人达不成共鸣,学生体会不到人文主义情怀。第一章通过对高中诗歌教学现状的分析,我们找到了诗歌教学上的不足。以往我们的诗歌教学缺乏人文主义思想,只知道机械地记忆背诵,忽略整首诗情感的赏析。从而导致学生对诗歌不感兴趣,进而也影响了学生的语文成绩。诗歌本身具有人文主义情怀,陆机在《文赋》中提到“诗言志”、“诗缘情”就指诗歌的人文精神。不管时代如何变迁,人文主义教学是中学语文教学过程中永恒的主题,第二章分析了诗歌教学中注重学生“情”“理”“美”的培养。所谓“情”是指诗歌的情感。诗歌中包含了丰富的情感,一首诗首先要把握情感。本章第一节把诗歌的情感分成了六大类型,分别是爱国情、爱情、友情、亲情、忧情和田园情。并且对这六种感情进行了详细的阐述,让学生对诗歌的情感有一个整体的把握。诗歌一般借助于具体的描写,来传达诗人的思想,这些情感和思想就是我们所说的思想内容。我们读诗、赏诗,首先要领悟作者在诗中的情感,这是与作者产生共鸣的基础,也是读诗的根本。诗歌不仅仅是情感的抒发,更重要的是理性的思考。本章第二节具体阐述了在人文教学中培养“理”。所谓“理”是指一首诗充满着理性的思考光芒和对灵魂的拷问,揭示出世间的诸多现实问题或对人生进行哲理性地思考,教会学生做人的道理。诗歌给人带来美的享受,教师要培养学生的审美观念。本章第三节具体阐述了学生应该感知诗歌的哪些美。诗歌是一种审美艺术,最早的诗歌与音乐、舞蹈合为一体。诗歌的美体现在形式、语言、节奏、意境等方面。学生对诗歌的衷情和喜爱,从根本上讲是源于诗美。第三章主要阐述我们在诗歌教学中应如何做到人文主义教学。通过对诗歌本身具有的人文主义情怀和中学诗歌教学的存在问题进行介绍和分析,论述了人文主义情怀对中学诗歌教学的意义,并且找出如何系统的利用人文主义情怀和中学诗歌教学的策略和方法。主要从提高人文素养,改变传统教学模式;培养教师自身素养;重视诗歌人文熏陶,三方面进行诗歌“情”“理”“美”的培养。
[Abstract]:Humanism is a philosophical theory and worldview based on reason and kindness. In literary creation, humanism reflects people's different outlook on life, world outlook and values. Poetry creation is an important part of literary creation, poetry has its unique style and characteristics, with its condensed language, implicit techniques, words and phrases, touching generation after generation of readers; With its unique beauty awakened the soul of people. In the teaching of high school poetry, due to the teaching mode, teachers' own quality, students' own quality and other reasons, students and poets can not reach a resonance, students can not understand humanism feelings. The first chapter analyzes the present situation of poetry teaching in senior high school, and finds the deficiency in poetry teaching. In the past, our poetry teaching lacked humanism thought, only knew the mechanical memory recitation, ignored the entire poem emotion appreciation. As a result, students are not interested in poetry, and then affect their Chinese achievements. Poetry itself has humanist feelings, Lu Ji mentioned "poetic ambition" in Fu, and "poetic fate" refers to the humanistic spirit of poetry. No matter how the times change, humanism teaching is the eternal theme in the middle school Chinese teaching process. The second chapter analyzes the cultivation of students'"emotion" and "reason" and "beauty" in poetry teaching. The so-called "emotion" refers to the emotion of poetry. Poetry contains a wealth of emotion, a poem must first grasp emotion. The first section of this chapter divides the emotion of poetry into six types: patriotism, love, friendship, family, sorrow and pastoral. And the six emotions are described in detail, so that students have a comprehensive understanding of the emotion of poetry. Poetry usually conveys the poet's thoughts with the help of specific descriptions. These feelings and thoughts are what we call ideas. When we read and appreciate poetry, we must first understand the feelings of the author in poetry, which is the basis of resonance with the author, and also the basis of poetry reading. Poetry is not only the expression of emotion, but also rational thinking. The second section of this chapter concretely expounds the cultivation of "principle" in humanities teaching. The so-called "reason" refers to a poem full of rational thinking light and soul torture, reveals a lot of practical problems in the world or philosophical thinking of life, teach students the truth of life. Poetry brings people the enjoyment of beauty, teachers should cultivate students' aesthetic concept. The third section of this chapter elaborates what kind of beauty students should perceive poetry. Poetry is an aesthetic art, the earliest poetry and music, dance as a whole. The beauty of poetry is embodied in form, language, rhythm, artistic conception and so on. The love and affection of students to poetry is fundamentally derived from poetic beauty. The third chapter mainly expounds how we should do humanism teaching in poetry teaching. Through the introduction and analysis of the humanistic feelings of poetry itself and the existing problems in the teaching of poetry in middle schools, this paper discusses the significance of humanistic feelings to the teaching of poetry in middle schools. And find out how to make use of humanistic feelings and middle school poetry teaching strategies and methods. Mainly from improving humanistic literacy, changing the traditional teaching mode, cultivating teachers' own literacy, paying attention to the humanistic edification of poetry, carrying on the cultivation of "emotion", "principle" and "beauty" of poetry in three aspects.
【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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