后现代知识观视角下中学语文课堂教学内容的重构
发布时间：2018-07-18 21:28
【摘要】：在八股取士的封建时代,多少人把读书作为敲门砖,希求伏在古树下的梅花鹿,类同西方“知识就是力量”理性功用主义现代范式,如今知识经济时代信息总量翻倍增长与获取信息的快捷高效,对于知识的性质、范围、价值的讨论与界定在不断地与时俱进,而在中学语文课堂知识教学的存现中,唯知识化与去知识化的存现症候迫切要求在课程领域建立一种以知识与人的意义关系为核心内容的教学知识观。课堂教学在文本的原生价值之外更强调教学价值,追求文学与教学、学理与学情的统一。本文旨在探究在后现代主义对课程论知识观的影响下研究中学语文教学内容,关注知识与人的素养提升的关系,使师生、生生在教学情境中实现与知识动情、动人地遇合,让学生的发展成为知识教学的旨归,让求知成为学生自觉贯穿终身的精神追求。总而言之,无论是基于理论的需要,还是出于实践的呼唤;无论是从历史的立场出发,还是以现实的情境观之,新型知识观下语文教学内容的重构这一课题研究都有其必要性与重要意义。种种现实因素迫切呼吁课程领域突破传统理性主义知识观,在理性与人文交融的情境下建立一种以“知识与人遇合”为核心内容的课程知识观。本文主要从几个方面展开后现代知识观视野下中学语文课堂教学内容的构设:一,立足新旧语境,关照我国中学语文教学内容构设的存现,传统应试化与去知识化实施倾向造成了教学目标唯知识化、教学内容模式化、教学实施机械化的存现症候,基于分析西方后现代主义知识观理论对于知识观的界定与知识的文化性,认识的建构性,知识的不确定性,知识的动态生成性,知识系统的非线性化等特性,探究知识与人遇合的实践意义,以贯彻新课改精神。二,从学理层面关照中学语文课堂教学内容的内涵开发与构设,文章主要从中学语文教学内容与教学目标的关系、与教材的关系、师生对于教学内容的构设几方面展开分析;三,从具体教学实践层面的或然途径展开探究,引用不同的教学案例实录对比综合分析探究后现代知识观下中学语文课堂教学内容的重构策略,拟就以下四方面提出可行性建议:文本细读,求真创新,信度先行;以情入理,回归体悟,注重知识的温度;互文解读,探究深度,适时适度;辩证视野,多元宇观,多维度关照,引入批判性视角;四,展望未来,构建后现代知识观下中学语文课堂教学内容重构的价值追求,主要从提升语文教师专业素养与人格魅力,以发展眼光关注学生知能情理发展、唤醒求知兴趣,构筑终身学习展开论述,旨在基于后现代课程知识观开发中学语文教学知识内涵,在理性精神与人文情怀交融的情境中建立一种以“知识与人遇合”为核心内容的课程知识观,达到师生生命个体与知识实现两者的双向动态旅程,展现知识的内在生命价值与人的终身发展的生命意义。
[Abstract]:In the feudal era of stereotyped scholars, how many people took reading as a stepping stone to seek the sika deer under the ancient trees, similar to the modern paradigm of rational utilitarianism in the West, "knowledge is power". Nowadays, in the era of knowledge economy, the amount of information doubled and the information obtained quickly and efficiently. The discussion and definition of the nature, scope and value of knowledge are constantly advancing with the times. The existential symptoms of only knowledge and deintelligentization urgently require the establishment of a teaching knowledge view in the field of curriculum which takes the relationship between knowledge and human meaning as the core content. In addition to the original value of the text, classroom teaching emphasizes the teaching value and pursues the unity of literature and teaching. The purpose of this paper is to explore the content of Chinese teaching in middle schools under the influence of postmodernism on the view of knowledge on curriculum theory, to pay attention to the relationship between knowledge and the improvement of people's literacy, so that teachers and students, students and students can realize the emotion of knowledge in the teaching situation, and meet with each other in a moving way. Let the development of students become the purport of knowledge teaching, let the pursuit of knowledge become the spiritual pursuit of students'consciousness throughout life. In short, whether it is based on the need of theory, or out of the call of practice; whether from a historical standpoint, or from a realistic situation, It is necessary and important to study the reconstruction of Chinese teaching content under the new knowledge view. All kinds of realistic factors urgently appeal to the curriculum field to break through the traditional rationalism knowledge view and establish a curriculum knowledge view with "knowledge and human encounter" as the core content under the situation of the blending of rationality and humanity. This article mainly from several aspects develops the secondary school Chinese classroom teaching content construction under the post-modern knowledge view: first, based on the new and the old context, takes care of our country middle school Chinese teaching content construction existence, The tendency of traditional examination-oriented and de-intelligentized implementation has resulted in the existential symptoms of the teaching goal being knowledge-based, the teaching content being stylized, and the mechanization of teaching being practiced. Based on the analysis of the definition and culture of knowledge, the construction of knowledge, the uncertainty of knowledge, the dynamic generation of knowledge, the nonlinearity of knowledge system, etc. Explore the practical significance of knowledge and human encounter, in order to implement the spirit of the new curriculum reform. Second, the connotation development and construction of middle school Chinese classroom teaching content should be taken care of from the aspect of academic theory. The article mainly analyzes the relationship between the teaching content and teaching goal, the relationship between the teaching content and the teaching material, and the construction of the teaching content between teachers and students. Third, from the specific teaching practice level of probabilistic approach to explore, citing different teaching cases comparative analysis of the post-modern knowledge view of secondary school Chinese classroom teaching content reconstruction strategy, Some feasible suggestions are put forward in the following four aspects: reading the text carefully, seeking for truth and innovation, giving priority to reliability; taking emotion into reason, returning to understanding, paying attention to the temperature of knowledge; intertext reading, exploring depth, timely and appropriate; dialectical view, pluralistic view, Fourth, looking forward to the future, constructing the value pursuit of the reconstruction of middle school Chinese classroom teaching content under the view of postmodern knowledge, mainly from improving the professional quality and personality charm of Chinese teachers. Focusing on the development of students' knowledge, ability and reason, arousing their interest in learning and constructing lifelong learning, the purpose of this paper is to develop the connotation of Chinese teaching knowledge in middle schools on the basis of postmodern curriculum knowledge. In the context of the blending of rational spirit and humanistic feelings, a curriculum knowledge view with "knowledge and human encounter" as the core content is established, so as to achieve the two-way dynamic journey between the life individual and the realization of knowledge of teachers and students. Showing the intrinsic life value of knowledge and the life significance of human lifetime development.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
本文编号：2132822
[Abstract]:In the feudal era of stereotyped scholars, how many people took reading as a stepping stone to seek the sika deer under the ancient trees, similar to the modern paradigm of rational utilitarianism in the West, "knowledge is power". Nowadays, in the era of knowledge economy, the amount of information doubled and the information obtained quickly and efficiently. The discussion and definition of the nature, scope and value of knowledge are constantly advancing with the times. The existential symptoms of only knowledge and deintelligentization urgently require the establishment of a teaching knowledge view in the field of curriculum which takes the relationship between knowledge and human meaning as the core content. In addition to the original value of the text, classroom teaching emphasizes the teaching value and pursues the unity of literature and teaching. The purpose of this paper is to explore the content of Chinese teaching in middle schools under the influence of postmodernism on the view of knowledge on curriculum theory, to pay attention to the relationship between knowledge and the improvement of people's literacy, so that teachers and students, students and students can realize the emotion of knowledge in the teaching situation, and meet with each other in a moving way. Let the development of students become the purport of knowledge teaching, let the pursuit of knowledge become the spiritual pursuit of students'consciousness throughout life. In short, whether it is based on the need of theory, or out of the call of practice; whether from a historical standpoint, or from a realistic situation, It is necessary and important to study the reconstruction of Chinese teaching content under the new knowledge view. All kinds of realistic factors urgently appeal to the curriculum field to break through the traditional rationalism knowledge view and establish a curriculum knowledge view with "knowledge and human encounter" as the core content under the situation of the blending of rationality and humanity. This article mainly from several aspects develops the secondary school Chinese classroom teaching content construction under the post-modern knowledge view: first, based on the new and the old context, takes care of our country middle school Chinese teaching content construction existence, The tendency of traditional examination-oriented and de-intelligentized implementation has resulted in the existential symptoms of the teaching goal being knowledge-based, the teaching content being stylized, and the mechanization of teaching being practiced. Based on the analysis of the definition and culture of knowledge, the construction of knowledge, the uncertainty of knowledge, the dynamic generation of knowledge, the nonlinearity of knowledge system, etc. Explore the practical significance of knowledge and human encounter, in order to implement the spirit of the new curriculum reform. Second, the connotation development and construction of middle school Chinese classroom teaching content should be taken care of from the aspect of academic theory. The article mainly analyzes the relationship between the teaching content and teaching goal, the relationship between the teaching content and the teaching material, and the construction of the teaching content between teachers and students. Third, from the specific teaching practice level of probabilistic approach to explore, citing different teaching cases comparative analysis of the post-modern knowledge view of secondary school Chinese classroom teaching content reconstruction strategy, Some feasible suggestions are put forward in the following four aspects: reading the text carefully, seeking for truth and innovation, giving priority to reliability; taking emotion into reason, returning to understanding, paying attention to the temperature of knowledge; intertext reading, exploring depth, timely and appropriate; dialectical view, pluralistic view, Fourth, looking forward to the future, constructing the value pursuit of the reconstruction of middle school Chinese classroom teaching content under the view of postmodern knowledge, mainly from improving the professional quality and personality charm of Chinese teachers. Focusing on the development of students' knowledge, ability and reason, arousing their interest in learning and constructing lifelong learning, the purpose of this paper is to develop the connotation of Chinese teaching knowledge in middle schools on the basis of postmodern curriculum knowledge. In the context of the blending of rational spirit and humanistic feelings, a curriculum knowledge view with "knowledge and human encounter" as the core content is established, so as to achieve the two-way dynamic journey between the life individual and the realization of knowledge of teachers and students. Showing the intrinsic life value of knowledge and the life significance of human lifetime development.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
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