身体现象学视野下小学生语文课堂体验研究
发布时间：2019-03-29 14:47
【摘要】：在过去的小学语文课堂中，教师注重应试教育。对于学生的培养，教师侧重于对他们的思维进行简单、机械的训练，以期能够在不断地练习中，使学生获得应试能力的提高并在考试中取得高分。而对于学生身体的体验、学生主体性的发挥等则很少予以积极关注。自小学语文新课程标准颁布以来，对课程内容和目标、学习方式和教学观念、评价方法和目的等方面都进行了改革，，并取得了不错的效果。特别是对于学生独特体验的尊重以及在合作、自主和探究等多种教学方式中注意到了对学生身体主体性的发挥，关注到了学生实际的身体体验，为如今的小学语文课堂带来了新的活力。 然而，在新课程标准颁布之后的实际的小学语文课堂中，教师的教学方式是否发生变化？学生的身体体验如何？仍待解决的问题有哪些？通过何种方式去解决……这一系列的问题，引起了研究者的思考。针对这些问题，出于对小学生语文课堂体验的关注、探讨身体现象学对于教学认识论指导与完善等研究目的与意义，研究者选择身体现象学作为理论指导，对小学生语文课堂的体验进行了研究。 本文采用质的研究方法对某小学某班的一位语文教师和全体学生进行了长期的观察和记录，并就相关问题对其进行了访谈。研究者以学生课堂体验的相关理论为依据，选择“小学生积极的与消极的教学体验”、“小学生被关注的与被忽视的学习自主性体验”、“小学生内生外成的与形式化的情感体验”、“小学生自发式的与被动式的学习态度体验”为体验观测点，并将搜集到的资料按此逻辑框架进行了整理、分类、编码和归档。同时，研究者在思考和分析的过程中对资料进行了层层剥离和提取，并且在理论和资料之间不断来回穿梭。 通过此次研究，研究中笔者发现虽然学生的身体感受在某些情况下能够得到教师的积极关注，但是从总体来看学生的课堂体验依旧是欠缺的，教师更侧重于对学生心灵单一的、机械的训练。究其原因，教师遵循“身心二元”的教学认识论是关键因素，这一因素导致了教师将学生的身体与心灵割裂开来，重“心灵”而轻“身体”：教师重视对小学生心灵的单方面训练，而轻视他们的身体体验。因此，针对上述问题，研究者提出以下建议：“身心一元论”对小学生语文课堂的重新建构，即通过关注学生以身体为中介的知觉、拓展学生的知觉通道，以实现小学生以身体为中介的知觉拓展；通过关注学生身体的主体性并运用相应的手段，以实现充分调动小学生的身体主体性。
[Abstract]:In the past primary school Chinese classroom, teachers pay attention to examination-oriented education. For the cultivation of students, teachers focus on the simple and mechanical training of their thinking, in order to be able to practice continuously, so that the students can improve their ability to take the exam and get high scores in the examination. But for the student body experience, the student subjective display and so on very little to give the active attention. Since the promulgation of the new Chinese curriculum standard in primary school, the curriculum contents and objectives, learning methods and teaching concepts, evaluation methods and objectives have been reformed, and good results have been achieved. In particular, the respect for the students' unique experience and the display of the student's body subjectivity and the actual physical experience of the students have been noted in various teaching methods, such as cooperation, autonomy and inquiry, etc. For today's primary Chinese classroom brought new vitality. However, after the promulgation of the new curriculum standards in the actual primary school Chinese classroom, teachers' teaching methods have changed? What is the student's physical experience? What are the remaining problems? How to solve the problem. This series of questions has aroused the researchers' thinking. In view of these problems, out of the attention to the Chinese classroom experience of primary school students, this paper discusses the purpose and significance of physical phenomenology for the guidance and perfection of teaching epistemology, and the researchers choose physical phenomenology as the theoretical guidance. This paper studies the experience of primary school students in Chinese classroom. In this paper, a Chinese teacher and all the students in a class of a primary school have been observed and recorded for a long time by means of qualitative research methods, and interviews have been made on the related issues. Based on the relevant theories of students' classroom experience, the researcher chooses "the positive and negative teaching experience of pupils", "the experience of learning autonomy that pupils are concerned about and neglected". "pupils' endogenous and extrinsic emotional experience", "pupils' self-styled and passive learning attitude experience" is the observation point of experience, and the collected data are sorted, classified, coded and archived according to this logical framework. At the same time, in the process of thinking and analysis, the researchers stripped and extracted the data layer by layer, and kept shuttling back and forth between the theory and the data. Through this study, the author finds that although the students' physical feelings can get teachers' active attention in some cases, the students' classroom experience is still lacking in general, and the teachers are more focused on the single mind of the students. Mechanical training The reason why teachers follow the teaching epistemology of "physical and mental duality" is the key factor, which causes the teacher to separate the students' body and mind. Emphasis on "mind" over "body": teachers attach importance to the unilateral training of pupils' minds and despise their physical experience. Therefore, in view of the above problems, the researchers put forward the following suggestions: "the monism of body and mind" reconstructs the Chinese classroom of primary school students, that is to say, by paying attention to the perception of students' body as the intermediary, the students' perceptual channels are expanded. To realize the body-mediated perceptual expansion of primary school students; By paying attention to the subjectivity of the student's body and using the corresponding means to realize the full mobilization of the physical subjectivity of the primary school students.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2
本文编号：2449649
[Abstract]:In the past primary school Chinese classroom, teachers pay attention to examination-oriented education. For the cultivation of students, teachers focus on the simple and mechanical training of their thinking, in order to be able to practice continuously, so that the students can improve their ability to take the exam and get high scores in the examination. But for the student body experience, the student subjective display and so on very little to give the active attention. Since the promulgation of the new Chinese curriculum standard in primary school, the curriculum contents and objectives, learning methods and teaching concepts, evaluation methods and objectives have been reformed, and good results have been achieved. In particular, the respect for the students' unique experience and the display of the student's body subjectivity and the actual physical experience of the students have been noted in various teaching methods, such as cooperation, autonomy and inquiry, etc. For today's primary Chinese classroom brought new vitality. However, after the promulgation of the new curriculum standards in the actual primary school Chinese classroom, teachers' teaching methods have changed? What is the student's physical experience? What are the remaining problems? How to solve the problem. This series of questions has aroused the researchers' thinking. In view of these problems, out of the attention to the Chinese classroom experience of primary school students, this paper discusses the purpose and significance of physical phenomenology for the guidance and perfection of teaching epistemology, and the researchers choose physical phenomenology as the theoretical guidance. This paper studies the experience of primary school students in Chinese classroom. In this paper, a Chinese teacher and all the students in a class of a primary school have been observed and recorded for a long time by means of qualitative research methods, and interviews have been made on the related issues. Based on the relevant theories of students' classroom experience, the researcher chooses "the positive and negative teaching experience of pupils", "the experience of learning autonomy that pupils are concerned about and neglected". "pupils' endogenous and extrinsic emotional experience", "pupils' self-styled and passive learning attitude experience" is the observation point of experience, and the collected data are sorted, classified, coded and archived according to this logical framework. At the same time, in the process of thinking and analysis, the researchers stripped and extracted the data layer by layer, and kept shuttling back and forth between the theory and the data. Through this study, the author finds that although the students' physical feelings can get teachers' active attention in some cases, the students' classroom experience is still lacking in general, and the teachers are more focused on the single mind of the students. Mechanical training The reason why teachers follow the teaching epistemology of "physical and mental duality" is the key factor, which causes the teacher to separate the students' body and mind. Emphasis on "mind" over "body": teachers attach importance to the unilateral training of pupils' minds and despise their physical experience. Therefore, in view of the above problems, the researchers put forward the following suggestions: "the monism of body and mind" reconstructs the Chinese classroom of primary school students, that is to say, by paying attention to the perception of students' body as the intermediary, the students' perceptual channels are expanded. To realize the body-mediated perceptual expansion of primary school students; By paying attention to the subjectivity of the student's body and using the corresponding means to realize the full mobilization of the physical subjectivity of the primary school students.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2
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