“凉山彝族文化”初中语文校本课程开发研究

发布时间：2019-06-05 23:52

【摘要】：在全球化进程日益加快的今天,国与国之间的竞争归根结底是人才的竞争,是国家文化软实力的竞争,因此振兴教育、培养适应时代需求的人才,传承和弘扬中华民族文化成为我国应对挑战的重要策略。《义务教育语文课程标准》中就曾指出,要让学生“认识中华的丰厚博大,吸收民族文化智慧”,而这一目标的实现,仅凭现行的语文教材是不可能完成的,因此国家下放了部分课程权力,三级课程管理模式受到广泛关注,校本课程作为国家课程的有机组成部分,正式迈上历史舞台。众所周知,彝族是一个历史悠久且有语言文字的少数民族,其文化多彩而丰富,而凉山彝族文化作为彝族文化的分支,由于地理、经济等因素的影响又呈现出独具特色的一面,将其有益的、精华的部分纳入初中语文教学进行校本课程开发,具有极高的语文教育价值和现实意义。基于此,本课题紧密结合当前语文课程改革与校本课程开发的实际,在综述前人开发研究成果和本课程开发目的、意义的基础上,遵循理论与实践相结合的研究思路,采用文献分析法和问卷调查法进行研究探索。首先,从凉山彝族文化、校本课程开发、语文课程资源等相关概念的界定出发,调查整理开发研究所具备的政策支持、理论支撑及学生的兴趣和需要等依据,分析概述“凉山彝族文化”初中语文校本课程开发的可行性;其次,全面分析“凉山彝族文化”初中语文校本课程开发所体现的文化价值、人本价值、课程价值和审美价值,在此基础上阐述该校本课程开发所依据的八大原则,即科学性与公正性相辅、主体性与合作性原则并举、本土性与现代性原则融合、开放性与可操作性原则共存,从而明确了开发的必要性;接着,结合语文学科的特性,从凉山彝族民间文学、当代文学、毕摩文学、民风民俗、英雄人物和语言文字六个板块对“凉山彝族文化”初中语文校本课程内容可资利用的文化资源进行了较为详细的介绍,为初中语文校本教学内容的选择、教材的编写提供了条件;随后,从“凉山彝族文化”初中语文校本课程的基本理念和目标预设着手,对该校本课程的教材结构安排、单元设置形式和课题设计方法进行了阐述和具体的案例介绍;最后,从教学人员的配备、课程结构、教学时间安排和教学管理措施四个方面架构该校本课程实施过程中的组织与管理形式,并从教学实施原则、教学实施方法和教学案例举隅三个方面详细分析了该校本课程的实施策略,同时简要介绍了该校本课程的评价原则和评价实施策略,力求体现开发实施的科学性。总之,本课题旨在充分利用凉山地区丰富的彝族文化资源,进行初中语文校本课程的开发研究,以期提高初中学生的语文综合能力,拓宽初中学生的多元文化视野,增进民族团结,促进我国非物质文化遗产的保护,同时为凉山地区语文校本课程的开发提供借鉴。
[Abstract]:Today, with the acceleration of the process of globalization, the competition between countries is, in the final analysis, the competition of talents and the competition of soft power of national culture. Therefore, revitalize education and train talents to meet the needs of the times. Inheriting and carrying forward the culture of the Chinese nation has become an important strategy for our country to meet the challenges. In the Chinese Curriculum Standard for compulsory Education, it has been pointed out that it is necessary for students to "understand the rich and broad nature of China and absorb the wisdom of national culture," and this goal has been realized. It is impossible to complete the current Chinese teaching materials alone, so the state has decentralized some curriculum power, and the three-level curriculum management model has been widely concerned. As an organic part of the national curriculum, school-based curriculum has officially stepped into the stage of history. As we all know, the Yi nationality is a minority with a long history and has a language, its culture is colorful and rich, and Liangshan Yi culture, as a branch of Yi culture, presents a unique side due to the influence of geographical, economic and other factors. It is of great value and practical significance to bring the beneficial and quintessence into the development of school-based curriculum in junior middle school Chinese teaching. Based on this, this topic closely combines the current Chinese curriculum reform with the reality of school-based curriculum development, on the basis of summarizing the previous development research results and the purpose and significance of this curriculum development, following the research ideas of combining theory with practice. Literature analysis and questionnaire survey were used to study and explore. First of all, starting from the definition of Liangshan Yi culture, school-based curriculum development, Chinese curriculum resources and other related concepts, this paper investigates and arranges the policy support, theoretical support and students' interests and needs of the development research. This paper analyzes and summarizes the feasibility of the development of Chinese school-based curriculum in junior middle school of Liangshan Yi Culture. Secondly, this paper comprehensively analyzes the cultural value, humanistic value, curriculum value and aesthetic value embodied in the development of Chinese school-based curriculum in "Liangshan Yi Culture" junior middle school, and on this basis, expounds the eight principles on which the school-based curriculum development is based. That is, the principle of science and fairness, the principle of subjectivity and cooperation, the fusion of local and modern principles, and the coexistence of openness and maneuverability, thus defining the necessity of development. Then, combined with the characteristics of Chinese, from Liangshan Yi folk literature, contemporary literature, Bimo literature, folk customs, This paper introduces in detail the cultural resources that can be used in the content of Chinese school-based curriculum in "Liangshan Yi Culture", which is the choice of Chinese school-based teaching content in junior middle school. The compilation of teaching materials provides the conditions; Then, starting from the basic concept and goal presupposition of the Chinese school-based curriculum in Liangshan Yi Culture Junior Middle School, this paper expounds the teaching material structure, the unit setting form and the subject design method of the school-based course, and introduces the concrete cases. Finally, from the four aspects of teaching staff, curriculum structure, teaching time arrangement and teaching management measures, this paper constructs the organization and management forms in the course of the implementation of the course, and from the teaching implementation principles, This paper analyzes in detail the implementation strategies of the school course from three aspects: the teaching implementation method and the teaching case example, and briefly introduces the evaluation principles and evaluation implementation strategies of the school course, so as to embody the scientific nature of the development and implementation. In a word, the purpose of this paper is to make full use of the rich Yi cultural resources in Liangshan area to carry out the development and research of Chinese school-based curriculum in junior middle school, in order to improve the comprehensive ability of junior middle school students and broaden the multicultural vision of junior middle school students. Promote national unity, promote the protection of intangible cultural heritage in China, and provide reference for the development of Chinese school-based curriculum in Liangshan area.
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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