本文選題：高中語文 + 安徽地域文化　； 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：隨著2001年以來基礎(chǔ)教育課程改革的大潮涌起,初中和高中語文課程標準的相繼頒布,語文課程的改革也在不斷進行并深化,語文教育教學(xué)的專家學(xué)者和一線的實踐工作者都開始重視語文教學(xué)內(nèi)容的選擇問題,語文課程資源開發(fā)得到越來越多的關(guān)注,尤其是近幾年,地域文化下語文課程資源開發(fā)的相關(guān)研究更是成了很多人重視并為之努力的研究領(lǐng)域。安徽地域文化有著久遠而深沉的意味,對它的文化研究亦有一定的研究成果,而將其與中學(xué)語文課程資源開發(fā)相結(jié)合的研究較少。本文試圖將安徽地域富有特色的地域文化融入語文課程,拉近安徽學(xué)生與本土文化的距離,進而通過優(yōu)秀地域文化的潛移默化對學(xué)生的個性成長和人生發(fā)展產(chǎn)生良好的促進作用。論文主體部分分為五大部分,分別為：第一章：緒論部分。主要從語文課程資源開發(fā)的內(nèi)在需求、母語課程發(fā)展的本質(zhì)需要、學(xué)生成長需要等方面論述本論題提出的緣由；聯(lián)系資源開發(fā)和地域文化研究闡述高中語文課程中安徽地域文化資源開發(fā)研究的現(xiàn)狀和不足；從促進學(xué)生精神文化品格成長、促進語文課程發(fā)展、促進教師專業(yè)成長等方面闡明研究的目的和意義；結(jié)合論題研究所面對的困難,從論題的內(nèi)容選擇、方法確定、理論探源等方面闡明論文研究的思路與方法。第二章：相關(guān)理念闡釋部分。首先對語文課程資源和語文課程資源開發(fā)、地域文化與安徽地域文化等基本概念進行闡釋,其次從課程標準的指導(dǎo)理念、安徽省教育方針政策導(dǎo)向、教育哲學(xué)與教育心理學(xué)的相關(guān)指導(dǎo)理念、課程資源開發(fā)的基本理念四個方面闡釋高中語文課程中安徽地域文化資源開發(fā)的指導(dǎo)思想及理念,為下文的論述作理論鋪墊。第三章：安徽地域文化的類型和開發(fā)意義。安徽地域文化可分為三種類型：滄桑深厚、尚武重義的皖北文化,清逸經(jīng)世、興學(xué)重智的皖中文化、文雅求實、重禮重信的皖南文化,這三種類型的文化各有其特點和具有代表性的文化產(chǎn)物。將安徽地域文化融入高中語文課程的開發(fā)意義,主要體現(xiàn)在有利于文化的傳承與弘揚,促進師生的發(fā)展與成長,促進語文課程的豐富與完善三個方面。第四章：高中語文課程中安徽地域文化資源開發(fā)策略。就開發(fā)原則而言,應(yīng)遵循以學(xué)生為根本、以課標為指導(dǎo)、以生長為目標、以地域為基礎(chǔ)、以文化為內(nèi)涵五條原則；就開發(fā)程序而言,應(yīng)按照組成課程開發(fā)小組、確定具體開發(fā)目標、進行資源收集整理、實施課程資源開發(fā)、進行評估反饋調(diào)整的步驟進行；就開發(fā)策略而言,應(yīng)做到充分調(diào)研、以點帶面,師生合力、共同開發(fā),穩(wěn)扎穩(wěn)打、動態(tài)生成,評價反饋、與時俱進,目的是,為課程資源的實際開發(fā)提供技術(shù)支持,增強研究的可行性。第五章：課例構(gòu)想。首先,將課例的組織方式分為：專題學(xué)習(xí)——由教材出發(fā),延伸拓展；活動探究——從生活入手、熏陶感染,分別列舉了相應(yīng)的課例構(gòu)想。其次,進行了課例內(nèi)容舉例,簡述了4類課例的內(nèi)容選擇和實施方式：安徽名人：榜樣的力量；安徽之美：詩文佳作；安徽民俗：民俗文化的魅力；徽商精神：徽駱駝,試圖用實際的教學(xué)設(shè)計來探索安徽地域文化與語文教學(xué)的融合,力求將理論與實際相結(jié)合,增強論文的實用價值。其中三四五章是本論文的重點內(nèi)容,從理論和實踐兩方面探討了高中語文課中安徽地域文化程資源的開發(fā),將地域文化更多地融進語文學(xué)習(xí)、貼近學(xué)生生活、促進學(xué)生成長,以完善語文課程的內(nèi)容構(gòu)成,更好地實踐母語課程的育人功能。
[Abstract]:With the tide of the curriculum reform of basic education since 2001, the standard of Chinese curriculum in junior and high school has been promulgated and the reform of Chinese curriculum is constantly being carried out and deepened. The experts and scholars of Chinese teaching and the practice workers of the first line have begun to pay more attention to the choice of language teaching, the more the development of Chinese curriculum resources has been obtained. The more attention, especially in recent years, the related research on the development of Chinese curriculum resources under regional culture has become a research field that many people attach importance to. Anhui regional culture has a long and deep meaning, and it also has some research results on its cultural research, and combines it with the development of Chinese curriculum resources in middle school. This article attempts to integrate the regional culture of Anhui into Chinese language curriculum, to draw close to the distance between Anhui students and local culture, and then to promote the students' personal growth and development through the subtle regional culture. The main part of the thesis is divided into five parts: first, the first part is: first Chapter: the introduction part, mainly from the internal needs of the development of Chinese curriculum resources, the essential needs of the development of the mother tongue curriculum, the needs of the students' growth and other aspects, and the current situation and deficiency of the research on the development of regional cultural resources of Anhui in high school language curriculum with the development of resources and regional culture; The purpose and significance of the study is clarified by the growth of the spiritual and cultural character, the development of the Chinese language curriculum and the promotion of teachers' professional growth. The second chapters, in the light of the difficulties faced by the topic research, expound the ideas and methods of the research from the content selection, method determination and theoretical source exploration. The basic concepts of Chinese curriculum resources and Chinese curriculum resources, regional culture and Anhui regional culture are explained. Secondly, the Chinese curriculum is explained in four aspects: the guiding concept of the curriculum standards, the guidance of the policy and policy of Anhui, the related guiding ideas of the education philosophy and the educational psychology, the basic ideas of the development of the curriculum resources. The guiding ideology and ideas of the development of regional cultural resources in Anhui in the third chapter: the type and development significance of Anhui regional culture. Anhui regional culture can be divided into three types: the profound vicissitudes, Shang Wuzhong's righteousness in the northern Anhui culture, the Qing Dynasty, the learning of the middle Anhui Culture, the elegance and the truth, and the heavy faith The culture of Southern Anhui, the three types of culture have their own characteristics and representative cultural products. The significance of the integration of Anhui regional culture into the high school Chinese curriculum is mainly reflected in the inheritance and promotion of culture, the development and growth of teachers and students, and the promotion of the rich and perfect language courses in three aspects. The fourth chapter: high school language In the course of this course, the development strategy of regional cultural resources in Anhui should follow the principles of development, which should be based on the students as the basis, the curriculum standard as the guidance, the growth as the target, the region as the foundation, and the culture as the five principles. As for the development procedure, the small group should be developed according to the course of the development, and the specific development target should be determined and the resource collection and consolidation should be made. The development of curriculum resources and the steps of feedback adjustment are carried out. In terms of the development strategy, we should make full research, take a point to the point, combine the teachers and students, develop, develop steadily, dynamically generate, evaluate feedback, and keep pace with the times. The purpose is to provide technical support for the actual development of curriculum resources and enhance the feasibility of the study. Fifth chapter: Lesson: Lesson First of all, the organization of the examples is divided into: Thematic Learning: Thematic Learning - starting from teaching materials, extending and expanding; activity exploration - starting from life, nurturing infection, and enumerating the corresponding lesson ideas respectively. Secondly, examples of the contents of the class are carried out, and the selection and Implementation of the 4 classes are briefly described: the Anhui celebrities: the power of example Quantity; the beauty of Anhui: poetic and beautiful works; Anhui folk custom: the charm of folk culture; Huizhou merchants spirit: Huizhou camel, try to use practical teaching design to explore the integration of Anhui regional culture and language teaching, and try to combine theory with practice to enhance the practical value of the paper. The 345 chapters are the key content of this thesis, from the theory And practice two aspects to explore the development of Anhui regional culture in high school language course, the regional culture is more integrated into Chinese learning, close to the life of students, promote the growth of students, to improve the content of the content of the language course, and better practice the educating function of the mother tongue course.
【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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