本文選題：高中　切入點：語文　出處：《陜西師范大學(xué)》2015年碩士論文

【摘要】：隨著社會的發(fā)展,應(yīng)試教育逐漸暴露出智育目標(biāo)狹隘、教學(xué)方法單一、阻礙個性發(fā)展、師生負擔(dān)過重、評價方式單一等諸多弊端,尤其是在語文學(xué)科上,傳統(tǒng)教學(xué)過度地強調(diào)語文的知識性和工具性,使語文課堂失去了美感和活力,變得枯燥無味,死氣沉沉,因此,語文教育亟待變革。教育部2003年制訂的《普通高中語文課程標(biāo)準(zhǔn)》實驗稿前言中指出：高中語文課程要促進學(xué)生發(fā)展,使全體高中生獲得應(yīng)具備的語文素養(yǎng),尊重不同學(xué)生的發(fā)展傾向,培養(yǎng)有個性的多方面人才。這就為我們指明了改革的方向,語文教育必須關(guān)注人的終身發(fā)展,充分挖掘語文課程深厚的人文內(nèi)涵,重視語文課程潛移默化地熏陶和感染作用。悲劇性作品蘊含著深刻的思想內(nèi)涵,可以豐富學(xué)生的精神世界,陶冶學(xué)生的情操和意志。高中語文教材中的悲劇性作品數(shù)量不菲,從《詩經(jīng)·氓》到《大堰河——我的保姆》,從《哈姆萊特》到《老人與�！�,古今中外的經(jīng)典作品兼收并蓄,大約占教材選文總數(shù)的44%。近年來,學(xué)者們越來越重視悲劇性作品的教學(xué)研究,也得出了很多有價值的研究成果,但遺憾的是已有的研究往往忽略了對悲劇性作品的界定,而且對如何將先進的教學(xué)理念和教學(xué)方法運用到悲劇性作品的教學(xué)中這一問題也少有談及。有鑒于此,本文將圍繞著以上問題展開論述。本研究主要分為五個部分：第一部分：引言。主要闡述本文的研究緣起和研究意義,并在此基礎(chǔ)上對悲劇性作品教學(xué)方法的研究現(xiàn)狀做了綜述和概括。第二部分：理論闡述。首先分別追溯了我國和西方的悲劇理論發(fā)展歷史,然后著重解釋了美學(xué)意義上的悲劇,區(qū)分了嚴(yán)格意義上的悲劇作品和具有悲劇性因素的作品,為后文的論述作理論鋪墊。第三部分：高中語文教材中悲劇性作品的篇目梳理、類型劃分以及教育價值研究。在篇目梳理上采用了定量分析法,用表格的形式客觀地展示了悲劇性作品在高中語文教材選文中所占的比例,證明了悲劇性作品教學(xué)的重要性。在類型劃分上,首先,按照悲劇性作品描寫對象的不同,分為英雄悲劇和普通人悲劇；其次,根據(jù)文化關(guān)照的不同,分為政治悲劇意識、歷史悲劇意識、自然悲劇意識；最后,根據(jù)審美對象的不同,分為人的悲劇、物的悲劇、自然的悲劇。在教育價值方面,本文認為學(xué)習(xí)悲劇性作品可以幫助學(xué)生凈化情感,提高他們面對困難的意志品質(zhì),并且有助于他們樹立正確的悲劇精神。第四部分：教學(xué)策略。集中研究高中語文教材中悲劇性作品的教學(xué)與實踐策略,這部分最有實踐價值和意義,也是本文研究的重難點,主要從以下兩個方面論述：第一,悲劇性作品的教學(xué)理念。將體驗式、對話式等教學(xué)理念與悲劇性作品的教學(xué)相結(jié)合,用先進的教學(xué)理念指導(dǎo)、評價悲劇性作品的教學(xué)。第二,教學(xué)案例設(shè)計。語文是一門實踐性很強的學(xué)科,有效的課堂實踐活動是培養(yǎng)學(xué)生語文能力的重要途徑,因此這一部分針對高中語文教材中有代表性的3篇悲劇性作品設(shè)計了具體教學(xué)案例,旨在將第四章第一節(jié)所述的教學(xué)理念運用到悲劇性作品的教學(xué)中,以期和廣大語文教師們共同探索悲劇性作品的有效教學(xué)途徑。第五部分：結(jié)語。總結(jié)本文的研究價值和成果。
[Abstract]:With the development of society, education gradually exposed the intellectual education aim is narrow and limited, single teaching method, hinder the development of personality, teacher-student burden, single evaluation methods and other drawbacks, especially in the Chinese teaching, the traditional teaching over emphasis on knowledge and the tools of language, the language classroom lost beauty and vitality, become dull as ditch water therefore, a Chinese education needs to change. The Ministry of education in 2003 for "ordinary high school language curriculum standard experiment draft > preface points out: high school language curriculum to promote the development of students, so that all high school students should have obtained Chinese accomplishment, respect the development tendency of different students, cultivation of personality aspects of this talent. Pointed out the direction of reform for us, Chinese education must pay close attention to people's lifelong development, to fully tap the cultural connotation of Chinese curriculum deep, subtle attention of Chinese Curriculum The role of edification and infection. The tragic works contains a profound ideological connotation, can enrich the spiritual world of students, cultivate students' sentiment and will. The tragic works in Chinese textbooks for senior middle school the number of expensive, from Book of Songs, Meng Dayanhe -- > > and < < my nanny, from Hamlet to the old man and the sea, at all times and in all countries of the classic works of eclectic, accounting for about 44%. of the total number of texts in recent years, scholars pay more and more attention to teaching of tragic works, also obtained many valuable research results, but unfortunately the existing research often ignores the definition of tragic works, but also on how the teaching idea and teaching the advanced method applied to the problem of the tragic works in the teaching of less talk. In view of this, this article will focus on the above problems discussed. This research is mainly divided into five parts: the first part Introduction. This part mainly elaborates the research origin and the research significance, reviews and summarizes the current research situation of the tragic works and based on teaching methods. The second part: the theory. Firstly traces the development history of the theory of tragedy in China and Western countries, and then mainly explains the aesthetic sense of the tragedy, the distinction between the the strict sense of the tragedy and tragic factors works, as discussed later in theory. The third part: the tragic works in senior high school Chinese textbook contents combing, classification and value of education research. In the article. By combing quantitative analysis method, with the form of tragic works in high school Chinese textbook in proportion to objectively show, demonstrate the importance of tragic works in teaching. In the classification, first of all, according to the tragic works describing the different objects, divided For the ordinary people and the heroic tragedy tragedy; secondly, according to the cultural differences, divided into political tragedy consciousness, historical consciousness of tragedy, tragedy of natural consciousness; finally, according to the different aesthetic objects, divided into human tragedy, the tragedy, the tragedy of nature. In the aspect of educational value, this paper thinks that learning can be tragic works to help students improve their difficulties and purify the emotions, willpower, and help them to establish a correct tragic spirit. The fourth part: teaching strategies. Focus on high school language teaching the tragic works teaching and practical strategies, this part of the value and significance of practice, is also the important and difficult points of this paper, mainly from the following two aspects: first, the tragic works teaching philosophy. The experiential, interactive teaching idea and teaching of tragic works in combination with advanced teaching idea, evaluation The tragic works teaching. Second, teaching case design. Chinese is a very practical subject, effective classroom practice is an important way to cultivate students' language ability, so this part of the 3 tragic works representative of the senior high school Chinese textbook design the specific teaching case, in order to use the fourth chapter the first section of the teaching idea to the tragic works in teaching, effective teaching method in order to explore the tragic works and the majority of language teachers. The fifth part: conclusion. Summarize the research value and achievements.

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3

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本文編號：1725288