语文课程性质研究的反思与重建
发布时间：2019-05-19 07:10
【摘要】：一直以来,语文课程性质研究被认为是语文课程研究中最基本、最主要、最关键的问题。不少学者以此为起点,演绎出对语文教育研究领域各问题的认识,认为语文课程的目的、方法、内容等等均是由语文课程性质决定的。甚至还有不少学者认为,只要研究好语文课程性质问题,语文课程研究中存在的其他问题也可迎刃而解,语文教学的效率提升也就指日可待。总之,语文课程性质的研究在语文教育研究中的地位不可小视。回顾不同历史时期对语文课程性质的研究,我们不难发现,语文课程性质研究的确是语文课程研究的重点,不同历史时期的人们在应对不同时代语文教育问题的时候,对此问题都有过激烈的争论,不少关于语文教育的认识也是以此为讨论起点后形成的。但近十几年的研究现状表明,语文课程性质研究面临着前所未有的诘难,有淡出语文教育研究的迹象。李海林先生通过语文课程性质研究的批判,提出用“课程价值”的概念取代课程性质研究;王荣生先生则在批判语文课程性质研究方法和研究路径的基础上,提出要用“课程取向”取代课程性质研究。于源溟更是旗帜鲜明地提出要消解语文课程性质的研究,认为这是一个虚假的学术假设,讨论它是毫无意义的。这些观点的提出,不仅挑战着语文课程性质研究在语文课教育研究中的地位,甚至对语文课程性质研究存在的合理性提出了质疑。在反思这些学者研究的基础上,我们认为,以往的语文课程性质的研究的确存在问题,但要改进的是语文课程性质研究的方法,而不是语文课程性质研究论题本身。对此,本文立足“性质”这一词语内涵,着眼“性质”是事物或现象较之其他事物或现象的专有属性,条分缕析了语文课程性质在教育活动、学校课程体系、语言教育课程体系等族类中的专有属性,界定了语文课程在宏观、中观、微观等不同族类中的属性,开启了探寻语文课程性质的又一研究路径。
[Abstract]:For a long time, the study of the nature of Chinese curriculum has been considered to be the most basic, the most important and the most critical problem in the study of Chinese curriculum. From this point of view, many scholars deduce their understanding of various problems in the field of Chinese education research, and think that the purpose, method, content and so on of Chinese curriculum are determined by the nature of Chinese curriculum. Even many scholars believe that as long as the nature of Chinese curriculum is well studied, other problems existing in Chinese curriculum research can also be solved, and the improvement of the efficiency of Chinese teaching is just around the corner. In a word, the study of the nature of Chinese curriculum should not be underestimated in the study of Chinese education. Looking back on the study of the nature of Chinese curriculum in different historical periods, it is not difficult to find that the study of the nature of Chinese curriculum is indeed the focus of Chinese curriculum research. when people in different historical periods deal with the problems of Chinese education in different times, There have been heated debates on this issue, and many understandings of Chinese education have been formed after the discussion. However, the research status of Chinese curriculum in recent years shows that the study of the nature of Chinese curriculum is facing unprecedented difficulties, and there are signs of fading out of the research of Chinese education. Through the criticism of the study of the nature of Chinese curriculum, Mr. Li Hailin put forward replacing the study of the nature of curriculum with the concept of "curriculum value". On the basis of criticizing the research methods and research paths of the nature of Chinese curriculum, Mr. Wang Rongsheng put forward that "curriculum orientation" should be used instead of the study of curriculum nature. Yu Yuanming made a clear-cut proposal to dispel the study of the nature of Chinese curriculum, thinking that this is a false academic hypothesis, and it is meaningless to discuss it. These viewpoints not only challenge the position of the study of the nature of Chinese curriculum in the study of Chinese course education, but also question the rationality of the existence of the study of the nature of Chinese curriculum. On the basis of reflecting on the research of these scholars, we think that there are some problems in the previous study of the nature of Chinese curriculum, but what should be improved is the method of the study of the nature of Chinese curriculum, not the research topic of the nature of Chinese curriculum itself. In this regard, based on the connotation of the word "nature", this paper focuses on the fact that "nature" is the exclusive attribute of things or phenomena compared with other things or phenomena, and analyzes the nature of Chinese curriculum in educational activities and school curriculum system. The proprietary attributes of language education curriculum system and other ethnic categories define the attributes of Chinese curriculum in different ethnic categories, such as macro, meso, micro and so on, which opens up another research path to explore the nature of Chinese curriculum.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3
本文编号：2480502
[Abstract]:For a long time, the study of the nature of Chinese curriculum has been considered to be the most basic, the most important and the most critical problem in the study of Chinese curriculum. From this point of view, many scholars deduce their understanding of various problems in the field of Chinese education research, and think that the purpose, method, content and so on of Chinese curriculum are determined by the nature of Chinese curriculum. Even many scholars believe that as long as the nature of Chinese curriculum is well studied, other problems existing in Chinese curriculum research can also be solved, and the improvement of the efficiency of Chinese teaching is just around the corner. In a word, the study of the nature of Chinese curriculum should not be underestimated in the study of Chinese education. Looking back on the study of the nature of Chinese curriculum in different historical periods, it is not difficult to find that the study of the nature of Chinese curriculum is indeed the focus of Chinese curriculum research. when people in different historical periods deal with the problems of Chinese education in different times, There have been heated debates on this issue, and many understandings of Chinese education have been formed after the discussion. However, the research status of Chinese curriculum in recent years shows that the study of the nature of Chinese curriculum is facing unprecedented difficulties, and there are signs of fading out of the research of Chinese education. Through the criticism of the study of the nature of Chinese curriculum, Mr. Li Hailin put forward replacing the study of the nature of curriculum with the concept of "curriculum value". On the basis of criticizing the research methods and research paths of the nature of Chinese curriculum, Mr. Wang Rongsheng put forward that "curriculum orientation" should be used instead of the study of curriculum nature. Yu Yuanming made a clear-cut proposal to dispel the study of the nature of Chinese curriculum, thinking that this is a false academic hypothesis, and it is meaningless to discuss it. These viewpoints not only challenge the position of the study of the nature of Chinese curriculum in the study of Chinese course education, but also question the rationality of the existence of the study of the nature of Chinese curriculum. On the basis of reflecting on the research of these scholars, we think that there are some problems in the previous study of the nature of Chinese curriculum, but what should be improved is the method of the study of the nature of Chinese curriculum, not the research topic of the nature of Chinese curriculum itself. In this regard, based on the connotation of the word "nature", this paper focuses on the fact that "nature" is the exclusive attribute of things or phenomena compared with other things or phenomena, and analyzes the nature of Chinese curriculum in educational activities and school curriculum system. The proprietary attributes of language education curriculum system and other ethnic categories define the attributes of Chinese curriculum in different ethnic categories, such as macro, meso, micro and so on, which opens up another research path to explore the nature of Chinese curriculum.
【学位授予单位】：江西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3
【参考文献】
相关期刊论文 前1条
1 刘国正;我的语文工具观[J];课程.教材.教法;1996年07期
，本文编号：2480502
本文链接：https://www.wllwen.com/jiaoyulunwen/chuzhongjiaoyu/2480502.html
