中学语文教材中非物质文化遗产知识的调查与研究

发布时间：2018-02-14 13:38

本文关键词： 非物质文化遗产中学语文教材选编建议　出处：《华中师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：非物质文化遗产被称为文化的“活化石”和“基因库”,是一个民族精神文化的结晶,是增加爱国情怀、民族认同感、文化自信力的源泉。作为一种不可再生的文化资源,非物质文化遗产的保护传承成为时代的需求,而非遗保护与传承是离不开教育的,将非物质文化遗产融入基础教育体系是非遗传承和保护的重要途径。语文课程的性质和发展决定了非遗知识进入语文教材的可能性和必要性,通过调查统计,现阶段我国中学语文教材中非遗知识总体较缺乏,且零散,不成体系,比例失衡。本文将以人教版初中语文教材及高中语文必修教材为调查对象,通过对人教版中学语文教材中非遗知识现状的梳理归纳,分析人教版中学语文教材中非遗知识的缺失,并在此基础上,根据初中语文教材与高中语文教材各自的编写要求,尝试对非物质文化遗产知识的选编提出一些有益的建议。首先,在绪论部分对非物质文化遗产的基本知识及其教育传承的相关情况做简要概述,第一章从语文课程的性质与语文课程的基本理念出发,探讨语文课程与非物质文化遗产的关系,以此论证非物质文化遗产知识融入语文课程的必然性;第二章运用统计分析研究法和比较分析研究法对人教版初中语文教材六册及人教版高中语文必修教材五册中所涉及的国家级非遗知识从选文和呈现方式两个层面进行梳理归纳,并总结其中存在的问题;第三章分别从社会需求、中学生身心状况、语文课标要求、教学实践需要入手,初步探索中学语文教材中非物质文化遗产知识的选编原则;最后在第四章分别从范文、单元设置、课后习题、注释与提示、插图、附录、综合性活动层面入手,针对初高中语文教材不同的编写需求,对初中语文教材与高中语文教材怎样选编非遗知识尝试提出一些有益的建议。总之,非物质文化遗产进入中学语文教材是非遗保护与传承的有效途径,同时,非遗知识又是我国中学语文课程发展完善的重要方向,非遗知识进入中学语文教材将为教材注入新的生命力。但是也必须认识到要恰如其分地将非遗知识系统性地编入语文教材仍有多问题需要探究。
[Abstract]:The intangible cultural heritage, known as the "living fossil" and "gene pool" of culture, is the crystallization of a national spiritual culture and a source of increased patriotism, national identity, and cultural self-confidence. The protection and inheritance of intangible cultural heritage has become the demand of the times, but the protection and inheritance of non-heritage is inseparable from education. The integration of intangible cultural heritage into the basic education system is an important way to inherit and protect the non-heritage. The nature and development of Chinese curriculum determines the possibility and necessity of non-heritage knowledge entering Chinese teaching materials. At present, there is a general lack of non-posthumous knowledge in Chinese teaching materials in middle schools in our country, which are scattered, unsystematic and unbalanced. This paper will take the Chinese textbooks of junior middle schools and compulsory Chinese textbooks in senior high schools as the objects of investigation. Through combing and summing up the present situation of non-posthumous knowledge in the middle school Chinese teaching material, this paper analyzes the lack of non-posthumous knowledge in the middle school Chinese teaching material, and on this basis, according to the requirements of compiling junior middle school Chinese textbook and senior high school Chinese textbook, This paper tries to put forward some useful suggestions on the selection and compilation of intangible cultural heritage knowledge. Firstly, in the introduction part, it briefly summarizes the basic knowledge of intangible cultural heritage and its educational heritage. The first chapter discusses the relationship between Chinese curriculum and intangible cultural heritage from the nature of Chinese curriculum and the basic concept of Chinese curriculum, so as to demonstrate the inevitability of immaterial cultural heritage knowledge into Chinese curriculum; The second chapter uses the statistical analysis research method and the comparative analysis research method to comb and summarize the national non-posthumous knowledge involved in the six volumes of junior middle school Chinese teaching materials and the five volumes of compulsory senior high school Chinese teaching materials of the personal education edition from the two aspects of selecting text and presenting way. The third chapter explores the principles of selecting and compiling the knowledge of non-material cultural heritage in middle school Chinese teaching materials from the aspects of social needs, middle school students' physical and mental conditions, language curriculum standards and teaching practice. Finally, in the 4th chapter, starting with the model essay, unit setting, after-class exercises, notes and tips, illustrations, appendices and comprehensive activities, aiming at the different writing needs of the junior and senior high school Chinese teaching materials, This paper puts forward some useful suggestions on how to select and compile non-posthumous knowledge in junior middle school Chinese teaching materials and senior high school Chinese textbooks. In short, it is an effective way for the intangible cultural heritage to enter into the middle school Chinese textbooks, and at the same time, it is an effective way to protect and inherit the non-inheritance. Non-posthumous knowledge is also an important direction for the development and perfection of Chinese curriculum in middle schools in China. The entry of non-posthumous knowledge into Chinese teaching materials in middle schools will inject new vitality into the teaching materials, but we must also realize that there are still many problems to be explored in order to properly and systematically incorporate non-inherited knowledge into Chinese textbooks.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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