民国大师的童年与语文学习研究

发布时间：2018-12-15 01:31

【摘要】：儿童是世界的发现者和探索者,童年是每个人永远的精神故乡。童年内涵的丰富性、童年体验的生动性、童年影响的终身性使童年在每个人的成长中都具有重要意义。然而,当今教育场域中童年却正在走向消逝,具体表现为:教学过程中儿童生命体验缺失、成人文化的“殖民”、儿童语言的成人化倾向等。本研究梳理了儿童观的历史演变:童年经历了被漠视到被关注的过程,民国时期是我国儿童意识的复兴期,对于儿童的关注鲜明的表现在母语教学实践中,对“儿童文学”的倡导使儿童生活、儿童视角、儿童尊严、儿童语言进入学校教育,汇聚成小学国语课程的核心主题。本研究考察了民国不同时期的国语国文教育,重温特定时期大师的童年故事,如:沈从文、梁实秋、吕叔湘、钱钟书、季羡林、钱学森、周汝昌、张爱玲、杨振宁等,通过查阅他们的回忆录、传记等作品获取他们童年母语学习经历的第一手资料,从家塾开蒙、学堂功课、课外生活三个维度探寻他们成长中的教育蕴涵,初步揭示了童年时期的语文教育是如何为大师奠定本土文化基础的,由此进一步得出了民国时期语文教育对当下课程变革的启示。本研究的初步结论如下:1课程内容与传统文化的互补并存;2对儿童生活与儿童心理的充分尊重;3师长心怀使命投身语文教育的研究与实践;4教师教学自主、学生学习自由、评价方式灵活;5家庭教育与学校教育相互契合,生成教育合力。源于民国时期的“童年与语文”经验对当下语文课程变革有着诸多启示作用,如重视经典的语文教育价值、将儿童生活经验引入学校课堂、重视语文教师的学养与情怀、编制充满“童真童趣”的教材、关注家庭教育与学校教育的彼此配合等。当然,我们也应看到民国语文教育也存在着诸多问题与不足,如:基础教育普及率低、学制体系不完善、体罚现象不同程度的存在、办学水平良莠不齐等。我们应客观看待民国教育实践中的得与失,将前人经验当代化改造,谱写“童年与语文”的新篇章。
[Abstract]:Children are the discoverers and explorers of the world, and childhood is everyone's spiritual hometown forever. The richness of the connotation of childhood, the vividness of the experience of childhood, and the life-long influence of childhood make childhood of great significance in everyone's growth. However, childhood in the field of education is disappearing, which is manifested in the absence of life experience in the teaching process, the "colonization" of adult culture, the tendency of children's language to become adults, and so on. This study combs the historical evolution of the view of children: childhood has experienced the process of being ignored to be paid attention to, the period of the Republic of China is the period of revival of children's consciousness in our country, the concern for children is manifested in the practice of mother tongue teaching. The advocacy of "Children's Literature" makes children's life, children's perspective, children's dignity, children's language into school education, which is the core theme of primary school Mandarin curriculum. This study examines the Mandarin language education in different periods of the Republic of China, and relieves the childhood stories of masters of a specific period, such as Shen Congwen, Liang Shiqiu, Lv Shuxiang, Qian Zhongshu, Zhang Ailing, Yang Zhenning, etc., and then studies the Chinese language education in different periods of the Republic of China, and reviews the childhood stories of the masters of a specific period. By consulting their memoirs, biographies and other works to obtain first-hand information about their mother tongue learning experiences in childhood, they can explore the educational implications of their growing up from the three dimensions of learning from home schools, school lessons, and extracurricular life. This paper preliminarily reveals how the Chinese education in childhood laid the foundation of local culture for the master, and further obtained the enlightenment of the Chinese education in the Republic of China to the current curriculum reform. The preliminary conclusions of this study are as follows: (1) the complementary coexistence of curriculum content and traditional culture; (2) full respect for children's life and psychology; (3) teachers' commitment to the research and practice of Chinese education with their mission in mind; (4) teachers' teaching autonomy, students' learning freedom, and flexible evaluation methods; (5) the mutual agreement between family education and school education, and the formation of educational resultant force. The experience of "childhood and Chinese" originated in the period of the Republic of China has many enlightening effects on the reform of Chinese curriculum, such as attaching importance to the value of classical Chinese education, introducing children's life experience into school classroom, and attaching importance to the learning and feeling of Chinese teachers. Compiling textbooks full of childlike innocence and childlike interest, paying attention to the cooperation between family education and school education. Of course, we should also see that there are many problems and deficiencies in Chinese education in the Republic of China, such as: low popularization rate of basic education, imperfect school system, the existence of corporal punishment in different degrees, and the uneven level of running a school. We should objectively look at the gains and losses in the educational practice of the Republic of China, transform our predecessors' experience into a contemporary one, and write a new chapter of "Childhood and Chinese".
【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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