人教版与翰林版初中语文文言文重合篇目的比较研究

发布时间：2018-05-04 03:19

本文选题：初中语文教材 + 人教版　；参考：《上海师范大学》2017年硕士论文

【摘要】：本文选取大陆人教版与台湾翰林版初中语文教材中文言文的重合篇目进行比较分析。在正文第一章中分析了两地语文教材编写的影响因素,包括内部因素,如出版社人员主体地位差异、教材编写团队组成模式以及研究发展机制的完善程度等;外部因素,如政策环境的变动、审查制度下教材内容的趋同性及使用者需求产生作用力的强弱不同等。第二章中比较了两版文言文教材的编写依据,即大陆《义务教育语文课程标准》(2011年版)和台湾《国民中小学九年一贯课程纲要》(民国九十七年版)。从课程目标和编写要求两方面进行比较分析,发现两版教材都重视学生听、说、读、写等基本能力的培养,对于文言文的教学目标,都注重符合学生的学习心理,各个阶段注意前后衔接,循序渐进。翰林版对于初中各个年级段文言选文的比例做出明确要求,让编选者心中有数;而人教版只有在附录1《优秀诗文背诵推荐篇目》中有所要求,对各年级的文言文比例未作明确要求,这虽然给了编选者一定的选择空间,可也为编写带来更多的主观性。对于文言选文的编写,翰林版教材更加注重学生的自我学习能力培养,通过给学生提供较多的学习资源,降低自学的难度,促使教材向学材的转变。第三章对两版教材的编排体系进行比较。初中人教版在文言文选文的编排上呈现出化散为整、逐级增加、由浅入深的特点;翰林版在文言文选文的编排上呈现出灵活分散、均衡分布的特点。两版教材文言文的编排在教学各有千秋,利弊并存,形成一定的互补性。第四章是两版教材重合篇目的比较概括分析,就选文篇名来说,翰林版在使用上更加严谨、准确,遵循原文,注重历史的传承性;选文具体内容的不同主要集中在标点与段落的差异上,字词的选用与内容增删的差异不大。对于能够突出表现情感的这类标点符号,翰林版的使用要更加合理,以《邹忌讽齐王纳谏》为例进行仔细分析。第五章就两版教材助读系统而言,翰林版比人教版单篇课文的内容安排要丰富许多,将知识设置划分地更为细致。此外,本文对助读系统的细究主要集中在注释上,研究发现由于所选版本出处、参考译本注本以及编者考量的差异,在文言注释的准确性上两者都存在一定问题。虽然两版教材存在诸多差异,但是其在文化传承方面有着相同的地方,通过一定的表达方式与表达内容来达到提升学生的人文素养,这在本文中的最后一章有所阐述。
[Abstract]:This article selects the mainland people Education edition and the Taiwan Hanlin edition junior middle school Chinese language textbook superposition article to carry on the comparative analysis. In the first chapter of the text, the author analyzes the influencing factors, including the internal factors, such as the difference of the main body position of the publishers, the composition model of the textbook writing team and the perfection of the research and development mechanism, and so on; the external factors, etc. For example, the change of policy environment, the convergence of teaching material content under the review system and the strength of the user's demand are different. The second chapter compares the compiling basis of the two editions of classical Chinese textbooks, namely, the Chinese Curriculum Standard for compulsory Education in mainland China (2011 edition) and the Nine year consistent Curriculum outline for National Primary and Middle Schools in Taiwan (97 edition). Through comparative analysis of curriculum objectives and writing requirements, it is found that both editions attach importance to the cultivation of students' basic abilities, such as listening, speaking, reading and writing, and pay attention to the teaching objectives of classical Chinese, which are in line with the students' learning psychology. Pay attention to the connection of each stage, step by step. The Hanlin version makes a clear request for the proportion of selected articles in classical Chinese in each grade of junior high school, so that the editors can have a clear idea; while the version of the Education of people is only required in Appendix 1, "recommendation of excellent Poetry and essay recitation". The proportion of classical Chinese in each grade is not clearly required, which gives the selector a certain space of choice, but also brings more subjectivity to the writing. For the compilation of classical Chinese, Hanlin version of the textbook pays more attention to the cultivation of students' self-learning ability, by providing students with more learning resources, reducing the difficulty of self-study, and promoting the transformation of teaching materials to learning materials. Chapter three compares the arrangement system of the two editions. The junior middle school people education edition in the classical Chinese selected text arrangement appears to be scattered into the whole, step by step increase, from shallow to deep features; Hanlin version in the classical Chinese selection of the layout of the text presented a flexible dispersion, balanced distribution of the characteristics. The arrangement of classical Chinese in the two editions of teaching has its own advantages and disadvantages, which is complementary to each other. The fourth chapter is a comparative analysis of the overlap of the two editions of teaching materials. As far as the title of selected articles is concerned, the Hanlin version is more rigorous, accurate, following the original text and paying attention to the inheritance of history. The specific content of the selected text is mainly focused on the difference between punctuation and paragraph, and the difference between the choice of words and the addition and deletion of the content is not significant. For this kind of punctuation mark, the use of Hanlin version should be more reasonable, taking Zou Ji satirizing the king of Qi Na Jian as an example to make a careful analysis. In the fifth chapter, as far as the reading aid system of the two editions is concerned, Hanlin version is much richer than the single text arrangement of the human education edition, and the knowledge setting is divided more carefully. In addition, the study focuses on the annotation. It is found that there are some problems in the accuracy of classical Chinese annotation due to the differences of the source of the selected version, the reference version and the editor's consideration. Although there are many differences between the two textbooks, they have the same place in the cultural inheritance, through a certain way of expression and expression content to improve the humanistic literacy of students, which is elaborated in the last chapter of this paper.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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