积极语用的大学语文教学改革新探

发布时间：2017-08-02 03:00

本文关键词：积极语用的大学语文教学改革新探

【摘要】：本文围绕大学语文教育的教学内容,以及教学方法两个问题展开探究。针对第一个问题,我们在融合多个学科研究成果的基础上,提出建立以沟通为导向的多层次语文能力结构的主张。对于第二问题,我们在潘涌先生提出的积极语用的语文教育观下,参考当下“慕课”及“翻转课堂”等新理念,进一步创新地将其与大学语文教育结合,并加以完善。我们通过研究大量的跨领域的关于语文能力概念的文献,提出我们的多层次语文能力结构模型。同时,依据该语文能力模型,对2014年全国高考语文试卷进行逐项分析,进一步找出学习主体语文能力培养中存在的问题。从而为我们提出积极语用的大学语文教育改革提供扎实的立论依据,以期能够为大学语文教育改革提供有益的参考。第一章为引言。我们从大学语文教育发展的历史进程、现状和意义入手,对语文概念的形成与分化、语文能力的内涵与外延进行详尽的梳理,并对研究涉及的基本概念积极语用和消极语用进行初步的介绍。第二章侧重于多层次的语文能力结构构建。我们从语言学、文学、心理学以及就业创业的需求几个角度构建了沟通为导向的多层次的语文能力结构。第三章对当代大学生语文能力的现状进行了调查和分析,找出了应当完善的几个方面。并通过文献研究的方式分析了社会人才市场对人才语文能力的基本要求。第四章分析了语文能力习得与培养可行性。从语文能力获得的两种方式学习和习得入手,结合杜郎口模式、洋思模式、慕课与翻转课堂等经验和成果,依托掌握学习理论、内隐学习理论、自主学习理论,为进一步提出以沟通为导向以积极语用为手段的大学语文教育改革奠定基础。第五章详细阐述了积极语用观的大学语文教学改革的举措。以价值为驱动,形成了以积极语用为手段的大学语文课程改革的人文目标,即塑造现代人格,发展个性表达力和和谐共处力。同时从教学观念、教学内容、教学方法、教学评价、教师素质以及教学环境几个方面介绍了我们的主张和做法。第六章为结束语,简要总结了我们的基本观点和主张。
【关键词】：大学语文教学 积极语用 语文能力
【学位授予单位】：湖北工业大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H193
【目录】：

摘要5-6
Abstract6-7
目录7-10
ChapterⅠ Introduction10-18
1.1 Research History, Present Situation and the Significance10-15
1.1.1 College Chinese Education Research Overview10-13
1.1.2 Overview of Talent Yu Wen Competence Research13-15
1.2 The Basic Concepts of Research15-16
1.3 Summary16-18
Chapter II Constitution of One of the Core Competence of Talents Chinese Language Competence18-34
2.1 Constitution of Chinese Language Competence18-28
2.1.1 Constitution of Chinese Language Competence on the Linguistics Front18-20
2.1.2 Constitution of Chinese Language Competence on the Literature Reception Front20-22
2.1.3 Constitution of Chinese Language Competence on the Personality and Mental Front22-26
2.1.4 Constitution of Chinese Language Competence on the Career and EntrepreneurshiFront26-28
2.2 The Silent Strom: Potential Significance of Traditional Culture to the Formation ofLanguage Competence28-29
2.3 Plentiful and Targeted: Level Structure of Language Competence in Chinese LanguageEducation29-33
2.4 Conclusions33-34
Chapter Ⅲ Survey on Status Quo of Chinese Language Competence of the Contemporary CollegeStudents and Teaching Aims of Chinese Course34-43
3.1 The Survey on Students' Chinese Language Competence after the New CurriculumStandard Implemented in Primary and Middle Schools34-40
3.1.1 Methods and Results of the Survey34-38
3.1.2 The Analysis of the Result38-40
3.2 The Survey on Requirements of Chinese Language Competence in Social Talent Market40-41
3.3 Summary41-43
Chapter IV The Acquisition and Cultivation of Chinese Language Competence43-52
4.1 The Acquisition of Chinese Language Competence in the Teaching Situation43
4.2 Self Acquisition—from Skin to Depth43-44
4.3 The Proven Practice for the Development of Chinese Language Competence for Talentsin Education of Chinese44-48
4.3.1 The Enlightenment of Dulangkou Model45
4.3.2 The Enlightenment of Yangsi Model45-46
4.3.3 The Enlightenment of MOOC and Flipped Class46-47
4.3.4 Model and Foreignization47-48
4.4 The Feasibility Analysis of the acquisition and Development of Chinese LanguageCompetence48-51
4.4.1 Support of Mastering Learning Theory48-49
4.4.2 Support of Implicit Learning Theory49-50
4.4.3 Support from Theory of Self-Learning50-51
4.5 Summary51-52
ChapterⅤ Positive Pragmatic Perspective in the Education Reform of College Chinese52-71
5.1 The Theory Research on the Norm Form of Teaching in Innovative and PositivePragmatic Perspective52-54
5.1.1 Adjustment Theory and Transcendentalism53
5.1.2 The Theories of Acceptance and Innovation53-54
5.1.3 Control Standard and Expressional Classroom Teaching54
5.2 Value Driving- the Core Humanity Goal of Course Reform in the Teaching of CollegeChinese by Means of Positive Pragmatics54-57
5.2.1 Modern Personality54-55
5.2.2 The Power of Individuality Expression55-56
5.2.3 The Power of Harmonious Coexistence56
5.2.4 The Social Attribute of Teaching on Chinese Course56-57
5.3 The Practice Research on Teaching Model of Innovative and Positive Pragmatics inCollege Chinese57-59
5.3.1 Teaching Concept57-58
5.3.2 Teaching Content58-59
5.4 Teaching Methods59-65
5.4.1 Overcome Psychological Disorder, Encourage Students to Actively Participate inCurricular Activity59-60
5.4.2 Stimulate Learning Motivation, Properly Introduce TARGET Application GoalTheory60-61
5.4.3 Integrate Learning Outcome and Learning Process, Emphasize on the Cultivation ofLearning Ability61-62
5.4.4 Strengthen Case Teaching, Introduce Enterprise Training Mechanism to CollegeCourses62-64
5.4.5 Fully Pay Attention to the Update of Network Technology, Positively Introduce Itinto Chinese Teaching Activity64-65
5.5 Instructional Evaluation65
5.6 Teacher’s Quality65-68
5.6.1 Establish a Wide-range Teacher Philosophy, Penetrate the Influence of Teacher intoEvery Communication and Contact65-66
5.6.2 Update the Knowledge Structure of College Chinese Teacher, Improve Teacher’sCommunication Competence66-68
5.7 Improvement and Construction of Teaching Environment68-71
ChapterⅥ Conclusion71-72
References72-75
Acknowledgements75