人教版高中语文选修《中国民俗文化》“信仰与禁忌”单元文本解读与教学设计
发布时间：2018-07-27 21:36
【摘要】：中国民俗文化是我国传统文化的重要组成部分,也是中华文化宝贵的精神财富。在语文教学中渗透中国民俗文化不仅可以提高学生的语文素养、扩大学生的知识视野,还能弥补语文教学中过于注重工具性而忽视人文性的不足,真正做到《课程标准》所要求的“工具性与人文性的统一”。《中国民俗文化》是人教版高中语文选修教材中的一册,其第六单元以“信仰与禁忌”为主题,所选文本着重体现了巫、鬼、神三大民间信仰,旨在提高学生对民俗文化的认识水平,锻造学生的辨别能力和获取、筛选信息的能力。本论文运用新课程改革的最新理念,结合《普通高中语文课程标准(实验)》的标准,以“提高学生对民间信仰、禁忌文化的认识水平以及运用语文的能力”的单元要求为指导进行文本解读与教学设计,形成初步课堂教学设计方案。正文包括文本解读、单元整体教学设计与《妈祖》课例设计三部分。在文本解读方面,针对《西门豹治邺》、《越巫》、《妈祖》、《捉鬼》四篇文章,结合课后“梳理探究”、“相关链接”部分,从文章所体现的内容旨趣进行解读。笔者认为,本单元教学文本的把握,应着重突出以下三个方面:第一,邺妪沉河,越巫胆裂:巫祝禳祷滑稽可笑;第二,子虚乌有,庸人自扰:鬼灵迷信贻害无穷;第三,护国庇民,守望相助:妈祖信仰源远流长。在单元整体教学设计方面,本文依照《普通高中语文课程标准(实验)》的要求,在充分考虑学生的实际及课程实际的前提下,确定了“以《课程标准》为依据,充分考虑选修课的教学要求”、“关注学生实际,重在兴趣激发”、“学生讨论为主,教师讲授为辅”的设计思路,突出“拓展学生民间信仰方面的知识视野,提高学生有效使用工具、梳理资料的能力及辨析能力”的知识与能力目标、“通过对文本内容的解读,体会作者所表达的思想感情,以小组合作形式进行梳理和探究,进一步加深学生对巫、鬼、神民间信仰的认识”的过程与方法目标,以及“树立正确的价值取向,传承精华,摒弃糟粕,消除偏见,用积极的态度接受民俗文化的熏陶”的情感态度价值观目标。在教学原则与方法上,主张“注重阅读体验,提升文本阅读与领悟能力”、“加强师生对话,培养学生分析辨别能力”、“加强探究性学习,增强自主学习能力”。第三部分,笔者尝试运用前文对文本的解读以及单元教学设计中的教学思路与原则方法,对《妈祖》这篇文章进行课例设计。在具体教学过程中,拟分导入、初读感知、研读分析、讨论探究、拓展延伸、活动探究等几个步骤,使学生体会作者对妈祖的崇敬、热爱之情,了解妈祖崇拜的历史与现状,消除学生对民间信仰的偏见,正确认识妈祖信仰,并在此过程中锻造学生的辨析能力,提高学生保护、传承优秀民间文化的意识。
[Abstract]:Chinese folk culture is an important part of Chinese traditional culture and a precious spiritual wealth of Chinese culture. The penetration of Chinese folk culture in Chinese teaching can not only improve students' Chinese literacy and broaden their knowledge horizon, but also make up for the deficiency of paying too much attention to instrumentality and neglecting humanism in Chinese teaching. To truly achieve the "unity of instrumentality and humanism" as required by the Curriculum Standard. "Chinese Folk Culture" is a volume in the Chinese elective textbook of Chinese Education Edition for senior high school. The sixth unit of the textbook is "belief and taboos" as the theme. The selected text focuses on three folk beliefs: witch, ghost and god. It aims at improving students' understanding of folk culture, forging students' ability to distinguish, acquire and sift information. This paper applies the latest idea of the new curriculum reform, combined with the standard of the Chinese Curriculum Standard (experiment) of the ordinary senior high school, in order to "improve the students' belief in the folk." The understanding level of taboo culture and the ability to use Chinese "the unit requirement for the guidance of text interpretation and teaching design, the formation of a preliminary classroom teaching design." The text includes three parts: text interpretation, unit integral teaching design and lesson design of < Ma Zu >. In the aspect of text interpretation, according to the four articles of "Ximenbao Zhiye", "Yue Wu", < Ma Zu >, "ghost catching", combined with "combing and exploring" and "related links" after class, the article is interpreted from the content purport embodied in the article. The author believes that the grasping of the teaching text of this unit should focus on the following three aspects: first, the Ye woman Shen he, the more witchcraft split: witchcraft wish a ludicrous prayer; second, there is nothing to worry about: ghosts superstition endless harm; third, Protect the nation and protect the people; the Ma Zu faith goes back to ancient times. In the whole teaching design of the unit, according to the requirements of the Chinese Curriculum Standard (experiment) of the General Senior Middle School, and taking full account of the students' reality and the curriculum reality, this paper determines the basis of "the Curriculum Standard". Fully considering the teaching requirements of elective courses, "paying close attention to the reality of students, focusing on stimulating their interests", "giving priority to students' discussions, giving priority to teachers' teaching", and highlighting "expanding the knowledge horizon of students' folk beliefs," The aim of knowledge and ability is to improve students' ability of using tools effectively, combing materials and discriminating ability. Through reading the content of the text, we can understand the thoughts and feelings expressed by the author, and comb and explore them in the form of group cooperation. To further deepen the students' understanding of witches, ghosts, gods and folk beliefs "the process and the goal of methods," and "to establish the correct value orientation, inherit the essence, discard the dross, eliminate prejudice," Positive attitude to accept the influence of folk culture, "emotional attitude and values objectives." In terms of teaching principles and methods, it is advocated that "pay attention to reading experience, improve the reading and comprehension ability of text", "strengthen the dialogue between teachers and students, train students' ability of analysis and discrimination", "strengthen inquiry learning and enhance the ability of autonomous learning". In the third part, the author tries to make use of the reading of the text and the teaching ideas and principles in the unit teaching design to design the lesson example of "Ma Zu >". In the specific teaching process, the students are divided into several steps, such as introduction, first reading perception, reading analysis, discussion and exploration, extension, activity inquiry, so that the students can understand the author's reverence and love for Ma Zu, and understand the history and present situation of Ma Zu worship. It is necessary to eliminate students' prejudice against folk beliefs, correctly understand Ma Zu beliefs, and forge students' discriminative ability in the process, so as to improve students' awareness of protecting and inheriting outstanding folk culture.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2149208
[Abstract]:Chinese folk culture is an important part of Chinese traditional culture and a precious spiritual wealth of Chinese culture. The penetration of Chinese folk culture in Chinese teaching can not only improve students' Chinese literacy and broaden their knowledge horizon, but also make up for the deficiency of paying too much attention to instrumentality and neglecting humanism in Chinese teaching. To truly achieve the "unity of instrumentality and humanism" as required by the Curriculum Standard. "Chinese Folk Culture" is a volume in the Chinese elective textbook of Chinese Education Edition for senior high school. The sixth unit of the textbook is "belief and taboos" as the theme. The selected text focuses on three folk beliefs: witch, ghost and god. It aims at improving students' understanding of folk culture, forging students' ability to distinguish, acquire and sift information. This paper applies the latest idea of the new curriculum reform, combined with the standard of the Chinese Curriculum Standard (experiment) of the ordinary senior high school, in order to "improve the students' belief in the folk." The understanding level of taboo culture and the ability to use Chinese "the unit requirement for the guidance of text interpretation and teaching design, the formation of a preliminary classroom teaching design." The text includes three parts: text interpretation, unit integral teaching design and lesson design of < Ma Zu >. In the aspect of text interpretation, according to the four articles of "Ximenbao Zhiye", "Yue Wu", < Ma Zu >, "ghost catching", combined with "combing and exploring" and "related links" after class, the article is interpreted from the content purport embodied in the article. The author believes that the grasping of the teaching text of this unit should focus on the following three aspects: first, the Ye woman Shen he, the more witchcraft split: witchcraft wish a ludicrous prayer; second, there is nothing to worry about: ghosts superstition endless harm; third, Protect the nation and protect the people; the Ma Zu faith goes back to ancient times. In the whole teaching design of the unit, according to the requirements of the Chinese Curriculum Standard (experiment) of the General Senior Middle School, and taking full account of the students' reality and the curriculum reality, this paper determines the basis of "the Curriculum Standard". Fully considering the teaching requirements of elective courses, "paying close attention to the reality of students, focusing on stimulating their interests", "giving priority to students' discussions, giving priority to teachers' teaching", and highlighting "expanding the knowledge horizon of students' folk beliefs," The aim of knowledge and ability is to improve students' ability of using tools effectively, combing materials and discriminating ability. Through reading the content of the text, we can understand the thoughts and feelings expressed by the author, and comb and explore them in the form of group cooperation. To further deepen the students' understanding of witches, ghosts, gods and folk beliefs "the process and the goal of methods," and "to establish the correct value orientation, inherit the essence, discard the dross, eliminate prejudice," Positive attitude to accept the influence of folk culture, "emotional attitude and values objectives." In terms of teaching principles and methods, it is advocated that "pay attention to reading experience, improve the reading and comprehension ability of text", "strengthen the dialogue between teachers and students, train students' ability of analysis and discrimination", "strengthen inquiry learning and enhance the ability of autonomous learning". In the third part, the author tries to make use of the reading of the text and the teaching ideas and principles in the unit teaching design to design the lesson example of "Ma Zu >". In the specific teaching process, the students are divided into several steps, such as introduction, first reading perception, reading analysis, discussion and exploration, extension, activity inquiry, so that the students can understand the author's reverence and love for Ma Zu, and understand the history and present situation of Ma Zu worship. It is necessary to eliminate students' prejudice against folk beliefs, correctly understand Ma Zu beliefs, and forge students' discriminative ability in the process, so as to improve students' awareness of protecting and inheriting outstanding folk culture.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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