高中文言文对学生人文精神培养影响探究

发布时间：2018-01-24 01:31

本文关键词： 文言文高中语文人文精神影响　出处：《信阳师范学院》2017年硕士论文　论文类型：学位论文

【摘要】：随着时代的不断进步与社会的飞速发展,我们不难发现人文精神的普遍缺失已在当今的中国社会日益突显。人文学科是集中表现人文精神的知识教育体系,因此人文精神危机尤为显现在社会价值观念主渠道的基础教育中。而在基础教育实施阶段的各门课程中,被认为是承载着人文精神传承主要作用的语文课程对此危机应负一定的责任。在语文课程教学中,文言文作为历史的积淀、语言的精华、文学的典范、文化的精髓,承载着精神文明传承的作用。所以文言文的人文教学价值在语文教学中是不容忽视的。首先,入编教材的文言文作品为培养学生的语言素质提供了宝贵的语言材料,对开拓学生的视野很有裨益;同时,从内容、篇章布局、写作方法等角度来看,入编高中语文教材的文言文作品都有其独特之处。学习这些文言文作品对于提高学生阅读能力和写作能力都有所裨益;不容忽视的一点是,入编高中语文教材的文言文作品都有着丰富的传统文化价值,而且蕴含着熠熠生辉的人文精神。然而,反观当下的高中语文教学,文言文教学成了老大难。对于学生来说,文言文晦涩难懂,不易理解运用,而对于教师来说,对相关教学策略运用有失偏颇,文言文自身的人文价值被忽略掉了,文言文教学被僵化成考试的附属品,知识的替代品,逐渐形成了形式化、工具化的教学特点,即重“工具性”,轻“人文性”抑或被称作“言”“文”分离。本文以高中语文课程中的文言文教学为研究载体,论文主体共分为三章:第一章开篇明确了人文精神的内涵,即强调人的价值的重要性,表现在人所特有的情感诉求、审美标准、道德约束、认知理解与改革创新,以及人对实现真、善、美愿望不懈努力,随后讲明高中文言文教学的目的和意义除让学生掌握基础文言知识和基本技能外,更需挖掘深植在文言文中的人文精神,塑造学生的健康人格。语文课程标准对学生人文精神培养的要求也在此章中显示。第二章聚焦教学实践,首先将教材所选文言文中的人文精神分为十类,并结合具体篇目对其中的四类具体分析。接着分析了当下文言文教学中人文精神培养方面的问题,为第三章具体方法的提出提供依据。第三章结合前文总结的问题,以爱国、崇孝、淡泊、宽容为例,选择情景教学、诵读教学、专题教学、写作教学等具体的教学方法,为教师提供传递文言文中人文精神理论知识,并探索学生如何通过学习文言文,获得一定的对自我自然、历史、文化、社会的正确认识,进而提升人文精神的有效途径。
[Abstract]:With the continuous progress of the times and the rapid development of society, it is not difficult to find that the general lack of humanistic spirit has become increasingly prominent in the Chinese society. Humanities is a knowledge education system that focuses on the expression of humanistic spirit. Therefore, the crisis of humanistic spirit is particularly evident in the basic education, which is the main channel of social values, and in the various courses in the stage of the implementation of basic education. The Chinese curriculum, which is regarded as the main function of carrying on the humanistic spirit, should bear certain responsibility for this crisis. In the teaching of Chinese course, classical Chinese is regarded as the accumulation of history, the essence of language and the model of literature. The essence of culture, bearing the role of spiritual civilization inheritance. So the humanistic teaching value of classical Chinese can not be ignored in the teaching of Chinese. First of all. The classical Chinese works in the textbook provide valuable language materials for the cultivation of students' language quality, and are very beneficial to the development of students' horizons. At the same time, from the content, text layout, writing methods and so on. The classical Chinese works in senior high school textbooks have their own unique features. Learning these classical Chinese works is beneficial to improve students' reading ability and writing ability. It can not be ignored that the classical Chinese works which are included in the Chinese textbook of senior high school have rich traditional cultural value and contain the shining humanistic spirit. However, the present teaching of Chinese in senior high school is reviewed. Classical Chinese teaching has become a big problem. For students, classical Chinese is difficult to understand and use, but for teachers, the use of relevant teaching strategies is biased. The humanistic value of classical Chinese has been ignored, the teaching of classical Chinese has been ossified into the adjunct of examination, and the substitute of knowledge has gradually formed the characteristics of formalization and instrumentalization, that is, emphasis on "instrumentality". Light "humanism" or is called "speech" "text" separation. This article takes the classical Chinese teaching in the high school Chinese curriculum as the research carrier, the main body of the thesis is divided into three chapters: the first chapter clarifies the connotation of the humanistic spirit. It emphasizes the importance of human value, which is manifested in human's unique emotional appeal, aesthetic standards, moral constraints, cognitive understanding and innovation, as well as people's unremitting efforts to realize truth, goodness and beauty. Then it is clear that the purpose and significance of the teaching of classical Chinese in senior high school is not only to let students master the basic knowledge and skills of classical Chinese, but also to dig into the humanistic spirit deeply rooted in classical Chinese. The second chapter focuses on teaching practice. Firstly, the humanistic spirit in classical Chinese textbooks is divided into ten categories. And combined with the specific content of the four types of concrete analysis. Then it analyzes the current classical Chinese teaching in the cultivation of humanistic spirit problems. The third chapter combined with the previous summary of the problems, with patriotism, filial piety, indifference, tolerance as an example, the choice of situational teaching, recitation teaching, thematic teaching. Writing teaching and other specific teaching methods to provide teachers with the transfer of classical Chinese humanistic spirit theory, and explore how students learn classical Chinese, to obtain a certain amount of self-nature, history, culture. The correct understanding of the society, and then promote the effective way of humanistic spirit.
【学位授予单位】：信阳师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

【参考文献】