本文選題：中學(xué)語(yǔ)文 + 教材��； 參考：《湖南師范大學(xué)》2015年碩士論文

【摘要】：在我國(guó)新一輪課程改革之中,語(yǔ)文課程的文化構(gòu)建成為重中之重。民俗是一種基礎(chǔ)文化,是各類文化的載體,是一切文化的母體。語(yǔ)文課程作為文化傳承的重要陣地,深層開(kāi)發(fā)教材中的民俗文化資源,對(duì)豐富語(yǔ)文課程教學(xué),傳承民俗文化知識(shí),提升學(xué)生傳統(tǒng)文化底蘊(yùn)具有重要意義。本文分為四個(gè)部分,內(nèi)容概要如下:引言與文獻(xiàn)綜述部分:分析“中學(xué)語(yǔ)文實(shí)施民俗文化教育的重要意義”,也就是功能分析。有利于了解中國(guó)的民俗文化,弘揚(yáng)中華民族的傳統(tǒng)美德;有助于拓展知識(shí)界面,提升知識(shí)素養(yǎng);有助于輔助教學(xué),促進(jìn)語(yǔ)文學(xué)習(xí)的生活化。闡述“20世紀(jì)以來(lái)中學(xué)語(yǔ)文民俗文化教育研究概述”,從近代民俗學(xué)的興起和發(fā)展、民俗文化的教育意蘊(yùn)、社會(huì)學(xué)科和人文學(xué)科中民俗文化的體現(xiàn)、語(yǔ)文學(xué)科中的民俗文化四個(gè)方面做了系統(tǒng)的研究概述。第二部分:對(duì)民俗文化的概念和范圍問(wèn)題進(jìn)行了分析,本文將民俗文化分為經(jīng)濟(jì)民俗、社會(huì)民俗、信仰民俗、語(yǔ)言民俗和游藝民俗五大類。分別從民俗和語(yǔ)文教育的角度闡述“民俗文化與中學(xué)語(yǔ)文教育結(jié)合的理論依據(jù)”,民俗學(xué)科和民俗文化在社會(huì)教育和生活中普及的力度和深度還遠(yuǎn)遠(yuǎn)不夠,同時(shí)《中學(xué)語(yǔ)文課程標(biāo)準(zhǔn)》提出要“重視優(yōu)秀文化遺產(chǎn)的傳承”。最后一節(jié)提出“民俗文化與中學(xué)語(yǔ)文教育結(jié)合的現(xiàn)實(shí)條件”有兩個(gè)方面即社會(huì)的發(fā)展導(dǎo)致人們忽視民俗文化和教育體制的功利性導(dǎo)致民俗教育的缺失。第三部分:分析民俗文化在中學(xué)語(yǔ)文教材中的存在方式、現(xiàn)象舉例和分布情況。民俗文化在教材中有三種存在方式,分別是存在于文本、注釋、綜合性學(xué)習(xí)和梳理探究之中;對(duì)初中六冊(cè)和高中五冊(cè)必修教材中出現(xiàn)的民俗文化進(jìn)行了細(xì)致的歸類統(tǒng)計(jì),然后根據(jù)這些現(xiàn)象舉例對(duì)其分布情況作出總結(jié),教材中蘊(yùn)含大量的民俗文化資源,與民俗有關(guān)的課文占所有課文的一半之多。第四部分:提出“中學(xué)語(yǔ)文實(shí)施民俗文化教育策略”,一是轉(zhuǎn)變觀念,增強(qiáng)民俗文化意識(shí)。無(wú)論是教師還是教材編寫(xiě)者都應(yīng)該重視民俗文化;二是立足課堂、援引課外。立足課堂學(xué)習(xí),開(kāi)發(fā)教材資源,重視綜合性學(xué)習(xí)和梳理探究,重視課外活動(dòng);三是開(kāi)發(fā)校本課程,開(kāi)設(shè)民俗文化選修課,舉辦校園民俗文化展,開(kāi)展民俗文化專題講座,舉辦民俗文化知識(shí)競(jìng)賽;四是新媒體與中學(xué)語(yǔ)文民俗文化教育的結(jié)合,充分利用互聯(lián)網(wǎng)的優(yōu)勢(shì)來(lái)輔助民俗文化教育。
[Abstract]:In the new round of curriculum reform in China, the cultural construction of Chinese curriculum becomes the most important.Folklore is a kind of basic culture, the carrier of all kinds of culture and the mother of all cultures.As an important position of cultural inheritance, it is of great significance to develop the folklore cultural resources in teaching materials deeply, to enrich the teaching of Chinese curriculum, to inherit the knowledge of folklore culture and to promote the students' traditional culture.This paper is divided into four parts. The content is summarized as follows: introduction and literature review: analysis of "the significance of implementing folklore culture education in middle school Chinese", that is, functional analysis.It is helpful to understand the Chinese folk culture, to carry forward the traditional virtues of the Chinese nation, to expand the knowledge interface, to enhance the knowledge literacy, to assist teaching and to promote the life of Chinese learning.From the rise and development of modern folklore, the educational implication of folklore, the embodiment of folklore culture in social discipline and humanities, the paper expounds the research on Chinese folklore culture education in middle school since the 20th century.The four aspects of folklore culture in the subject of Chinese are summarized systematically.The second part analyzes the concept and scope of folklore culture. In this paper, folklore is divided into five categories: economic folklore, social folklore, belief folklore, language folklore and recreation folklore.From the angle of folklore and Chinese education respectively, this paper expounds the theoretical basis of the combination of folklore culture and Chinese education in middle school. The popularization of folklore and folklore culture in social education and life is far from enough.At the same time, the Standard of Chinese Curriculum in Middle School suggests that we should attach importance to the inheritance of outstanding cultural heritage.In the last section, the author points out that there are two aspects in the realistic condition of the combination of folk culture and Chinese education in middle school, that is, the development of society leads to the neglect of folk culture and the utilitarianism of the educational system, which leads to the lack of folklore education.The third part analyzes the existence of folk culture in middle school Chinese teaching materials, examples of phenomena and distribution.There are three ways of existence of folklore culture in the teaching material, which are text, annotation, comprehensive study and research, and the folk culture appearing in six volumes of junior high school and five volumes of compulsory textbooks in senior high school is classified and counted carefully.Then the distribution of these phenomena is summarized by examples. The textbooks contain a large number of folklore cultural resources and the texts related to folklore account for half of all the texts.The fourth part: put forward the strategy of implementing folklore culture education in middle school Chinese, one is to change the idea and strengthen the consciousness of folklore culture.Both teachers and textbook writers should attach importance to folklore culture.Based on classroom learning, developing teaching material resources, attaching importance to comprehensive learning and grooming, and attaching importance to extracurricular activities; third, developing school-based courses, opening elective courses on folklore culture, holding exhibitions of folklore culture on campus, conducting special lectures on folklore culture,The fourth is the combination of new media and Chinese folklore culture education in middle school to make full use of the advantages of the Internet to assist folk culture education.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.3

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