本文選題：語(yǔ)文教學(xué) + 本體性�。� 參考：《山東師范大學(xué)》2016年碩士論文

【摘要】：隨著語(yǔ)文教學(xué)中“非語(yǔ)文”、“偽語(yǔ)文”、“假語(yǔ)文”等問(wèn)題的出現(xiàn),現(xiàn)行語(yǔ)文課堂中情感、態(tài)度、價(jià)值觀等非本體性教學(xué)內(nèi)容的比重逐漸增加,泛人文化問(wèn)題趨向逐漸明顯,超越語(yǔ)文的花樣課堂教學(xué)活動(dòng)頻仍等問(wèn)題越來(lái)越受到教育界以及整個(gè)社會(huì)的廣泛關(guān)注,語(yǔ)文教育界也因此掀起了一場(chǎng)關(guān)于真語(yǔ)文問(wèn)題的大討論。這場(chǎng)關(guān)于語(yǔ)文教學(xué)內(nèi)容的大討論呼吁著社會(huì)和教育者正視語(yǔ)文教學(xué)的本質(zhì),摒棄過(guò)度重視人文教學(xué)內(nèi)容和形式組織活動(dòng)的課堂教學(xué),明確語(yǔ)文教學(xué)中語(yǔ)言文字的重要地位,理解語(yǔ)文教學(xué)的真正價(jià)值和意義。本論文將從本體性語(yǔ)文教學(xué)的實(shí)質(zhì)出發(fā),闡釋語(yǔ)文課本體性教學(xué)的內(nèi)涵,厘清本體性與非本體性的關(guān)系,結(jié)合現(xiàn)行語(yǔ)文課堂教學(xué)中實(shí)際存在的問(wèn)題,從教學(xué)內(nèi)容和教學(xué)形式兩個(gè)主要方面揭示當(dāng)前語(yǔ)文課堂教學(xué)中本體性缺失的現(xiàn)狀,深刻剖析其中的原因,并指明解決這一現(xiàn)狀問(wèn)題的目的、研究?jī)r(jià)值和研究意義;同時(shí)綜合文獻(xiàn)調(diào)查、訪談、課堂觀察和案例分析等多種研究方法,針對(duì)本體性缺失、非本體性盛行的這一教學(xué)現(xiàn)象,結(jié)合具體的課堂案例分析,闡明語(yǔ)文教學(xué)過(guò)程中應(yīng)以語(yǔ)用為本體、以文本為本體、以學(xué)生為主體的教學(xué)原則,揭示以語(yǔ)文知識(shí)的學(xué)習(xí)、語(yǔ)文方法的訓(xùn)練、語(yǔ)文素養(yǎng)和語(yǔ)文能力的提升為核心的實(shí)質(zhì),為本體性語(yǔ)文課堂教學(xué)的實(shí)現(xiàn)提出具體可行的策略。全文共分為四部分:第一部分:語(yǔ)文課本體性教學(xué)的基本闡釋。本章主要對(duì)于本體性教學(xué)進(jìn)行概念闡釋,并具體解析語(yǔ)文課本體性教學(xué)的內(nèi)涵。第二部分:語(yǔ)文課本體性教學(xué)的問(wèn)題及探究意義。本章主要針對(duì)語(yǔ)文課堂的現(xiàn)狀和原因進(jìn)行探究,并對(duì)本體性教學(xué)的目的和意義進(jìn)行論述。第三部分:語(yǔ)文課本體性教學(xué)的對(duì)策。本章主要結(jié)合語(yǔ)文課堂教學(xué)的實(shí)際案例,針對(duì)當(dāng)前語(yǔ)文課堂中的問(wèn)題,提出以語(yǔ)用為本體、文本為本體、學(xué)生為主體的教學(xué)原則以及立足語(yǔ)文知識(shí)、語(yǔ)文素養(yǎng)、語(yǔ)文方法、語(yǔ)文能力的教學(xué)策略和方法。第四部分:語(yǔ)文課本體性教學(xué)應(yīng)注意的問(wèn)題。本章主要是在第三章語(yǔ)文教學(xué)基本原則和策略的基礎(chǔ)上進(jìn)行課堂教學(xué)的部分補(bǔ)充,從教學(xué)設(shè)計(jì)、教學(xué)細(xì)節(jié)以及課堂形式等方面提出具體的建議。本論文一方面從現(xiàn)狀透析原因,再結(jié)合具體事例提出系統(tǒng)性的策略;另一方面,更打破了本體性和非本體性的嚴(yán)格界限,于互相融入之中闡明實(shí)現(xiàn)語(yǔ)文本體性教學(xué)的意義。這一問(wèn)題的探究順應(yīng)了真語(yǔ)文問(wèn)題的大討論,立足于現(xiàn)實(shí)的發(fā)展需求,并對(duì)于當(dāng)前本體性語(yǔ)文教學(xué)課堂的實(shí)現(xiàn),對(duì)于學(xué)生語(yǔ)文學(xué)習(xí)能力的提升,對(duì)于語(yǔ)文教師教學(xué)能力的提高都有著極其重要的意義。
[Abstract]:With the emergence of such problems as "non-Chinese", "pseudo-Chinese" and "false Chinese" in Chinese teaching, the proportion of non-ontological teaching contents such as emotion, attitude, values and so on in the current Chinese classroom is gradually increasing, and the problem of pan-human culture tends to become obvious. More and more attention has been paid to the problems of transcending the Chinese variety classroom teaching activities and so on. As a result, the Chinese education field has also raised a great discussion about the real Chinese problem. This great discussion on the content of Chinese teaching appeals to the society and educators to face up to the essence of Chinese teaching, abandon the classroom teaching that pays too much attention to the contents and forms of humanistic teaching, and make clear the important position of language and characters in Chinese teaching. Understand the real value and significance of Chinese teaching. Starting from the essence of Noumenon Chinese teaching, this paper will explain the connotation of Chinese textbook teaching, clarify the relationship between Noumenon and non-Noumenon, and combine the existing problems in Chinese classroom teaching. From the two main aspects of teaching content and teaching form, this paper reveals the present situation of Noumenon deficiency in Chinese classroom teaching, deeply analyzes the reasons, and points out the purpose, research value and significance of solving this problem. At the same time, comprehensive literature survey, interviews, classroom observation and case analysis and other research methods, aiming at the lack of ontology, non-ontological prevalence of this teaching phenomenon, combined with specific classroom case analysis, In the course of Chinese teaching, we should take pragmatics as the Noumenon, text as the Noumenon and students as the main body, and reveal the essence of the study of Chinese knowledge, the training of Chinese methods, the improvement of Chinese accomplishment and the improvement of Chinese ability. Put forward concrete and feasible strategy for the realization of Noumenon Chinese classroom teaching. The full text is divided into four parts: the first part: the basic interpretation of Chinese textbook teaching. This chapter mainly explains the concept of Noumenon Teaching, and analyzes the connotation of Chinese textbook Teaching. The second part: the problems and significance of Chinese textbook teaching. This chapter mainly aims at the present situation and reasons of Chinese classroom, and discusses the purpose and significance of Noumenon teaching. The third part: the countermeasures of Chinese textbook teaching. This chapter mainly combines the actual cases of Chinese classroom teaching, aiming at the problems in the current Chinese classroom, puts forward the teaching principle of taking pragmatics as the main body, text as the main body, students as the main body, and based on Chinese knowledge, Chinese literacy, Chinese methods. The teaching strategy and method of Chinese ability. The fourth part: the problems that should be paid attention to in the teaching of Chinese textbooks. This chapter is mainly based on the third chapter of the basic principles and strategies of Chinese teaching to supplement the classroom teaching, from the teaching design, teaching details and classroom form and other aspects of specific suggestions. On the one hand, this paper analyzes the reasons from the current situation, and then puts forward a systematic strategy in combination with specific cases; on the other hand, it breaks the strict boundaries of ontology and non-ontology, and clarifies the significance of realizing Chinese ontological teaching in the process of mutual integration. The exploration of this problem conforms to the great discussion of the real Chinese problem, based on the actual development needs, and the realization of the current Noumenon Chinese teaching classroom and the improvement of the students' Chinese learning ability. It is of great significance to improve the teaching ability of Chinese teachers.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.3

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