本文選題：語文教學(xué) + 文學(xué)作品��； 參考：《四川師范大學(xué)》2015年碩士論文

【摘要】：中學(xué)語文教材所選的古今中外的文學(xué)作品中,積淀著豐富的語言知識和深刻的社會人生內(nèi)涵,且這些內(nèi)涵大多是以具有審美意義的藝術(shù)形象反映出來,具體可感,具有概括性和很強(qiáng)的審美性。因此,在語文教學(xué)中,如何認(rèn)識文學(xué)作品的知識性與文學(xué)性,及兩者間的關(guān)系,并在短暫的課時(shí)里讓學(xué)生積累知識,培養(yǎng)學(xué)生的審美直覺和審美意識,讓學(xué)生獲得審美體驗(yàn),這是每一位中學(xué)教師都要在教學(xué)實(shí)踐中進(jìn)行研究和探討的問題。本文主要研究了中學(xué)語文教材文學(xué)作品的知識性與文學(xué)性�！爸R性”是指當(dāng)文學(xué)作品作為認(rèn)知對象時(shí),學(xué)生通過對文本的學(xué)習(xí),掌握語音、字形、詞匯、語法、修辭、邏輯等知識,提高聽、說、讀、寫等基本技能;“文學(xué)性”是指當(dāng)文學(xué)作品作為審美對象時(shí),學(xué)生研讀文學(xué)作品,通過審美中的想象活動把握藝術(shù)形象,接受道德情感的感染和熏陶,鑒賞真、善、美,提高學(xué)生的文化品位和審美情趣。兩者是科學(xué)性與藝術(shù)性、單一性與多義性、理性與非理性的統(tǒng)一。筆者在此之上探索出適當(dāng)有效的中學(xué)語文教學(xué)方法,達(dá)到既向?qū)W生傳授語文基礎(chǔ)知識,又讓學(xué)生充分欣賞和感受文學(xué)作品,讓每一個學(xué)生都能根據(jù)自己的人生經(jīng)歷,獲得獨(dú)特的審美體驗(yàn)之目的。本文對語文教學(xué)中學(xué)生語文素養(yǎng)的形成,審美情感的培養(yǎng),閱讀能力的提升有一定的借鑒意義。本文緊密圍繞中學(xué)語文課堂教學(xué)工作開展研究,貼近語文教學(xué)生活實(shí)際,選題較適中,應(yīng)用性較強(qiáng)。以中學(xué)語文教材中文學(xué)作品教學(xué)為例,具體到知識性與文學(xué)性的關(guān)系研究,這是在理論上的創(chuàng)新;同時(shí),用該理論指導(dǎo)語文具體教學(xué),使二者有一個整體的層次序列,而不是機(jī)械的相加,從而細(xì)化語文課程的教學(xué)實(shí)施,這將是中學(xué)語文文學(xué)作品教學(xué)實(shí)踐上的創(chuàng)新。
[Abstract]:In the literary works of Chinese, Chinese and Chinese textbooks, there are abundant language knowledge and profound social and life connotations, and most of these connotations are reflected in the artistic images with aesthetic significance, which can be felt concretely.Has the generality and the very strong esthetic nature.Therefore, in the teaching of Chinese, how to understand the knowledge and literature of literary works, and the relationship between the two, and let students accumulate knowledge, cultivate their aesthetic intuition and aesthetic consciousness, so as to enable them to obtain aesthetic experience during the short period of class.This is a problem that every middle school teacher should study and discuss in teaching practice.This paper mainly studies the knowledge and literature of Chinese teaching materials and works in middle school."knowledge" means that when literary works are regarded as cognitive objects, students can improve their basic skills of listening, speaking, reading, writing and so on by learning the text, mastering the knowledge of pronunciation, glyph, vocabulary, grammar, rhetoric, logic and so on."literariness" means that when literary works are regarded as aesthetic objects, students study literary works, grasp artistic images through aesthetic imagination activities, accept the infection and edification of moral emotion, and appreciate the truth, goodness and beauty.Improve students' cultural taste and aesthetic taste.They are the unity of science and art, singularity and polysemy, rationality and irrationality.On this basis, the author explores appropriate and effective Chinese teaching methods in middle schools, which can not only impart basic knowledge of Chinese to students, but also allow students to appreciate and feel literary works fully, so that each student can follow his own life experience.The purpose of obtaining unique aesthetic experience.This article has certain reference significance to the formation of Chinese accomplishment, the cultivation of aesthetic emotion and the improvement of reading ability of middle school students in Chinese teaching.This paper closely revolves around the middle school Chinese classroom teaching work carries on the research, close to the Chinese teaching life reality, the topic selection is more moderate, the application is stronger.Taking the teaching of Chinese works in middle school Chinese teaching materials as an example, it is a theoretical innovation to study the relationship between knowledge and literature, and at the same time, to use this theory to guide the specific teaching of Chinese, so that the two have a whole sequence of levels.It will be an innovation in the teaching practice of Chinese literature works in middle school.
【學(xué)位授予單位】：四川師范大學(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：1749648