论汉语文课程名称的归正与我国母语教育目标的重建

发布时间：2018-05-21 01:39

本文选题：汉语文课程 + 名称归正　；参考：《首都师范大学学报(社会科学版)》2011年05期

【摘要】：文章基于对我国传统"语文"课程名称之弊的历史反思,梳理并归纳出世界各国母语课程和教科书命名的共同特点,力主变传统单一的"语文"课程名称为以"汉语"为核心词、重心逐渐递升的新命名序列;进而着重阐释我国母语教育目标的重建,即确立积极语用为核心的母语教育目标观,培养学习者以"思"为中枢,以"听、读、视"为基础,以"说、写、评"为指向的全语用能力,并使之由狭隘的接受性语用升华为洋溢主体个性、美感和创意的表现性语用(深度语用),炼就未来公民以"表现力"为内核的"言语童子功",最终汇聚成象征着东方大国空前文化创造活力的强势汉语。
[Abstract]:Based on the historical reflection on the disadvantages of the title of traditional Chinese curriculum, this paper summarizes the common characteristics of the naming of mother tongue courses and textbooks around the world. It is proposed to change the traditional and single "Chinese" course name to a new naming sequence with the core word "Chinese" as the core word, and to emphasize on the reconstruction of the goal of mother tongue education in China, that is, to establish the view of the goal of mother tongue education with positive pragmatics as the core. To cultivate the learners' full pragmatic competence of "thinking", "listening, reading and viewing", and "speaking, writing and evaluating", and to sublimate it from narrow receptive pragmatics to the personality of the subject. The expressive pragmatics of aesthetic sense and creativity (deep pragmatics), which combines the "speech child work" with "expressive power" as the core of the future citizens, finally converges into a strong Chinese language which symbolizes the unprecedented cultural creation vitality of the eastern great country.
【作者单位】：浙江师范大学教师教育学院;浙江省高师语文教育学研究会;
【基金】：国家教育部人文社会科学研究基金项目“国家文化软实力的提升与活力汉语的打造”成果之一(09YJAZH093)
【分类号】：H193

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