语文教材中隐性知识及其显性化探究

发布时间：2018-01-31 19:22

本文关键词： 语文教材显性知识隐性知识显性化　出处：《闽南师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：在我国语文教育教学中,普遍存在着“知识”与“能力”脱节的现象。从认识论的角度来看,这是由于我国语文教育教学长期以来只注重显性知识的传递,而忽视隐性知识的缘故。隐性知识作为一种重要的知识类型,和显性知识一起共同支撑着人类的实践行为。语文教材是语文知识的载体,也是语文教学内容产生的依据。但长期以来,我们只津津乐道于其中的显性知识,而把大量的隐性知识遗忘在角落,以致其不能发挥应有的作用和影响,影响了语文教学质量的提高。为改变这一不良现状,必须重视其中的隐性知识并使之显性化,以改变显性知识至上的弊端。论文力求运用隐性知识理论,结合当前语文教学中知识教学现状,对语文教材中隐性知识及其显性化进行若干探索。主要分为七个部分:绪论部分介绍了选题缘由、文献综述、研究目的及意义、研究思路和方法等;第一章对隐性知识的起源和演变进行了梳理,并对隐性知识相关的概念进行辨析;第二章分析了语文教育对隐性知识的需求,包括语文教育的“成熟理论”和语文学科“知识”的论争与重构;第三章介绍了隐性知识在语文教学中的特征,包括个人性、相对性、层次性、情境性和优先性等;第四章从导读、选文、助读和练习四个方面论述了语文教材中隐性知识的类型;第五章从教师、学生、教学目标、教学情境和教学评价五个方面分析了语文教材中隐性知识显性化的影响因素;第六章首先明确了语文教材中隐性知识显性化的意义,指出隐性知识显性化是知识增殖环境的必然要求,是提高语文教学效率的重要保障,且有利于学生三维目标的协调发展和知识的积累与传播,并进一步探究了隐性知识显性化的方法,提出了范例法、实践法、情境法、朗读法和对话法等途径。
[Abstract]:In Chinese education and teaching in China, there is a general phenomenon that "knowledge" and "ability" are out of touch. From the perspective of epistemology, this is because Chinese teaching in our country has only paid attention to the transfer of explicit knowledge for a long time. Tacit knowledge, as an important type of knowledge, and explicit knowledge together support the practice of human behavior. Chinese textbooks are the carrier of Chinese knowledge. But for a long time, we only talk about the explicit knowledge, and forget a lot of tacit knowledge in the corner, so that it can not play its due role and influence. In order to change this bad situation, we must pay attention to the tacit knowledge and make it dominant in order to change the malpractice of dominant knowledge. Combined with the current situation of knowledge teaching in Chinese teaching, this paper explores the tacit knowledge and its dominance in Chinese teaching materials. It is mainly divided into seven parts: the introduction introduces the reason of selecting the topic and the literature review. Research purpose and significance, research ideas and methods; The first chapter combs the origin and evolution of tacit knowledge and analyzes the related concepts of tacit knowledge. The second chapter analyzes the demand of Chinese education for tacit knowledge, including the debate and reconstruction of "mature theory" and "knowledge" in Chinese education. The third chapter introduces the characteristics of tacit knowledge in Chinese teaching, including individual nature, relativity, hierarchy, context and priority. Chapter 4th discusses the types of tacit knowledge in Chinese textbooks from four aspects: reading guide, text selection, reading aid and practice. Chapter 5th analyzes the influencing factors of tacit knowledge dominance in Chinese teaching materials from five aspects: teachers, students, teaching objectives, teaching situation and teaching evaluation. Chapter 6th firstly clarifies the significance of tacit knowledge dominance in Chinese teaching materials and points out that tacit knowledge dominance is an inevitable requirement of knowledge multiplication environment and an important guarantee to improve the efficiency of Chinese teaching. It is beneficial to the coordinated development of students' three-dimensional goals and the accumulation and dissemination of knowledge, and further explores the methods of tacit knowledge dominance, and puts forward some approaches, such as example method, practice method, situational method, reading aloud method and dialogue method and so on.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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