小学语文教学中儿童想象力培养研究

发布时间：2018-02-24 22:31

本文关键词： 语文教学想象力培养　出处：《江南大学》2015年硕士论文　论文类型：学位论文

【摘要】：想象力是人类特有的一种重要的能力。狄德罗曾说:“想象,这是一种特质,没有它,人既不能成为诗人,也不能成为哲学家、有思想的人、一个有理想的生物、一个真正的人。”没有了想象力,就没有了文学艺术、创造发明和科学预见。想象使人类社会不断进步。儿童的想象力弥足珍贵,他们天生喜欢沉浸在想象中。可以说,想象是儿童独特的存在方式。但是在现实的教育教学中,儿童的想象力没有被保护,反而受到了压制。正如一些学者所言,当前的学校教育是一种“去想象的教育”。反思我们当下的教育,“唯分是举”依然严重,培养学生的想象力没有被重视。这一现象已经引起了诸多学者的关注。本文以小学语文教学为研究的切入点,发现关于小学语文教学中儿童想象力培养这一方面的研究还不够深入,尚有很多问题值得我们深入探究。本文尝试对此问题进行细致地研究。首先,介绍进行儿童想象力培养研究的缘起、国内外研究现状以及研究的意义,对想象力、儿童想象力等的概念进行界定,确定本文的研究方法。其次,在阅读相关文献资料的基础上,整理了康德的创造想象理论、萨特的文学想象理论、伊瑟尔的召唤结构理论、保罗利科的虚构叙事想象理论以及刘勰的神思理论等,为在小学语文教学中培养儿童的想象力提供重要的理论依据。根据上述理论确立在小学语文阅读教学中培养儿童的再造想象力,在写作教学中培养创造想象力。再次,分析教材在想象力方面存在的问题。以苏教版小学语文教材为例,分析教材阅读与写作两大板块在想象力培养方面的缺憾与不足。然后,选取童话、诗歌、神话三种最具想象意味的虚构叙事体裁,研究通过这三种文体培养儿童再造想象力的策略。选择看图写话、创编故事、创作儿童诗、写幻想文等写作训练形式,研究通过这几种形式培养儿童创造想象力的策略。最后,抓住汉语拼音教学、识字教学以及写字教学等开发儿童想象力培养的其他教育资源,使小学语文教学中儿童想象力培养的资源更加丰富。
[Abstract]:Imagination is an important ability characteristic of mankind. Diderot once said, "imagine, this is a trait, without which man can neither become a poet nor a philosopher, a man of thought, a creature of ideal. A real person. "without imagination, there would be no literature, no art, no invention, no scientific foresight. Imagination makes human society progress. Children's imagination is so precious that they naturally like to immerse themselves in imagination." Imagination is a unique way for children to exist. But in real education and teaching, children's imagination is not protected, but suppressed. As some scholars have said, The current school education is a kind of "to imagine the education". Reflecting on our current education, "only the division is held" is still serious. Training students' imagination has not been paid attention to. This phenomenon has attracted the attention of many scholars. It is found that the research on the cultivation of children's imagination in Chinese teaching in primary school is not deep enough, and there are still many problems worth exploring. This paper tries to study this problem in detail. First of all, This paper introduces the origin of the research on the cultivation of children's imagination, the present situation and significance of the research at home and abroad, defines the concepts of imagination and children's imagination, and determines the research methods of this paper. On the basis of reading the relevant literature, this paper collates Kant's creative imagination theory, Sartre's literary imagination theory, Iser's summoning structure theory, Paul Rico's fictional narrative imagination theory and Liu Xie's deity theory, etc. To provide an important theoretical basis for the cultivation of children's imagination in primary school Chinese teaching. According to the above theory, it is established to cultivate children's re-imagination in primary school Chinese reading teaching, and to cultivate creative imagination in writing teaching. This paper analyzes the problems existing in the imagination of the textbooks. Taking the primary school Chinese teaching materials as an example, this paper analyzes the shortcomings and deficiencies in the cultivation of imagination in the two major sections of reading and writing. Then, the author selects fairy tales and poems. Myth, the three most imaginative fictional narrative genres, study the strategies to cultivate children's imagination through these three styles. They choose to read pictures and write words, create stories, create children's poems, write fantasy articles, etc. This paper studies the strategies of cultivating children's creative imagination through these forms. Finally, it focuses on the development of other educational resources for the development of children's imagination, such as the teaching of Pinyin, the teaching of literacy and the teaching of writing. Make the resources of children's imagination training in primary school Chinese teaching more abundant.
【学位授予单位】：江南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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