语文教学的典型范式研究
发布时间：2018-03-22 23:42
本文选题：范式 切入点：语文教学 出处：《陕西师范大学》2013年硕士论文 论文类型：学位论文
【摘要】：长久以来人们对于语文教学的发展形态仁者见仁智者见智,都有不同的见解。有的研究从语文教学发展各个阶段的成果入手,有的研究从语文教学流派入手,或者从各个历史阶段中选取带有个人经验特色的教育思想,这些研究都是必要的,也是语文教学研究领域所必不可少的。但是,这些研究往往都是从微观或中观层面对语文教学加以理论或实践上的研究,缺少宏观上的把握。为了更深入地认识语文教学的存在,发展对语文教学的认识,本文引进库恩的“范式”理论,以改革开放以来的语文教学实践为基础,结合语文教学发展的历史,对语文教学发展的脉络进行梳理、概括和总结。在倪文锦、李冲锋等人研究的基础上提出语文教学的三种范式：授受范式、对话范式、体验范式,全文共有四个部分。 第一部分是绪论,简要介绍了语文教学典型范式研究的选题目的和研究意义,研究现状和研究方法。 第二部分为论文的第一章,通过范式与模式和流派的辨析,从而对语文教学范式下定义,对语文教学范式的内涵予以阐释。语文教学实践中一些主要的因素是促动范式发生转变的决定性因素,比如说教学传递观、教学活动中的主体地位的变化等等因素。根据这些因素的变化,我规定了语文教学范式历史发展的三种典型范式：授受教学范式、对话教学范式和体验教学范式。 第三部分是论文的第二、三、四章,主要是对这三种范式进行阐述。每一种教学范式都有一种共同的信念,就是在价值取向上不约而同的趋于一致。授受范式的实践者们尽最大努力的把他们所获得的已有知识传授给受教者,因此授受范式是以知识为指向的教学目的观,长期的实践中形成了以教师的独白和学生的习得性沉默特征的师生交往观,因为检验知识的手段主要是以考试的形式,所以采取的教学方法是讲授分析法。这种范式存在的时间长,教师占绝对性的主体地位,引导学生的发展方向。对话范式是在新的教育形势下形成的一种适应当今教学发展的范式,对话范式的实践者们则共同认为语文教学必须是学生通过多维的对话来达到获得知识的目的,因此对话教学范式的特点是每个人都有话语权,人人参与教学活动,且有足够的弹性思维空间达到和谐的关系,在实践层面上包括文本多元的解读,师生间平等民主的对话,学生与学生之间的沟通等。体验教学范式的共同价值取向就是教师们通过各种形式唤醒学生的生命意识,自觉的主动的进行自由审美,使生命流光溢彩,体验范式是近来后改革时期人们对语文教学现状的反思,提倡语文回归生命生活本质的教学方式。体验范式是以生命意义的建构为旨归的,在营造情境和角色体验的游戏场里以生命为旨归的动态开放的教学过程,打造对文本亲自体验的有效课堂。 第四部分的结语是对全文进行一个总结。这三种范式的转换,使得教学呈现出进步的趋势。教学主体在三种教学范式中是有差异的,它的演变是从传统的“教师绝对中心”到“人人中心”再到“学生中心”,学生的主体地位日益明显,在教学范式的转换过程中越来越突出他的重要性。
[Abstract]:A long time for people to see wisdom development patterns represent Chinese teaching, have different opinions. Some research starts from the various stages of the Chinese teaching development achievements, some research starting from the language teaching in schools, or selected with personal experience and characteristic of education thought from different historical stages, these studies are necessary, which is essential the research field of Chinese teaching. However, these studies are often from the micro level to study the theory and practice of Chinese teaching, the lack of macro control. In order to further understanding of Chinese teaching, the development of understanding of language teaching, this paper introduces Kuhn's theory of "paradigm", with the reform and opening up since the Chinese teaching practice as the basis, combined with the development history of Chinese teaching, the Chinese teaching development were reviewed, summarized and concluded. In the Ni Man, based on the study of Li Chongfeng et al proposed three paradigms of Chinese Teaching: teaching paradigm, dialogue paradigm, paradigm, this paper consists of four parts.
The first part is the introduction, which briefly introduces the purpose and significance of the research on the typical paradigm of Chinese language teaching, the present situation and the research methods.
The second part is the first chapter of the thesis, through the analysis of paradigm and mode and genre, and thus the definition of the paradigm of Chinese teaching, the connotation of Chinese teaching paradigm to explain the Chinese teaching practice. Some of the main factors is to urge the decisive factor paradigm shift, such as teaching concept, teaching activities in the subject the changes in the status of the factors. According to the change of these factors, I defined three kinds of typical paradigm paradigm of historical development of Chinese Language Teaching: the teaching paradigm of dialogue teaching pattern and experience teaching paradigm.
绗笁閮ㄥ垎鏄鏂囩殑绗簩,涓，
本文编号：1650960
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