發(fā)布時間：2018-08-26 10:58

【摘要】：隨著經(jīng)濟(jì)全球化和傳播媒介的發(fā)展,具有通俗易懂、超強(qiáng)感染力、優(yōu)劣摻雜等特點(diǎn)的流行文化迅速地發(fā)展起來,日益充斥人們的生活,逐漸滲透到青少年的學(xué)習(xí)和生活中,影響著學(xué)生們的行動方式和思維習(xí)慣。教育工作者逐漸重視這一現(xiàn)象,尋求以正確的方式在語文教學(xué)中引入流行文化。語文綜合實(shí)踐活動是強(qiáng)調(diào)學(xué)生自主合作探究的一種學(xué)習(xí)方式。在語文綜合實(shí)踐活動課程中引入流行文化,既符合流行文化通俗易懂的特點(diǎn),又可以讓學(xué)生在自主學(xué)習(xí)的過程中,學(xué)會甄別流行文化的能力。但是,目前的語文綜合實(shí)踐活動課程中存在著許多問題,如重視程度不夠,課程資源單一,教師指導(dǎo)不當(dāng),活動形式單一等問題。而且,初中語文綜合實(shí)踐活動課程引入流行文化的教學(xué)實(shí)踐幾乎是一片空白。筆者通過開展教學(xué)實(shí)踐,探尋在初中語文綜合實(shí)踐活動課程引入流行文化的意義、作用、價值、存在的問題和對策。全文包含緒論和三個章節(jié)。緒論是總體概括,主要論述的是問題緣由、研究目的和意義、文獻(xiàn)綜述、研究方法。第一章是對語文綜合實(shí)踐活動課程、流行文化等相關(guān)理論闡述,以及初中語文綜合實(shí)踐活動課程引入流行文化的理論闡釋,包括現(xiàn)實(shí)必要性、價值和原則。第二章是初中語文綜合實(shí)踐活動課程引入流行文化的實(shí)踐探索,從實(shí)踐條件、實(shí)踐目標(biāo)、實(shí)踐過程和實(shí)踐案例四方面對教學(xué)實(shí)踐進(jìn)行記錄和分析。第三章內(nèi)容為初中語文綜合實(shí)踐活動課程引入流行文化教學(xué)實(shí)踐所做的反思,以及提出了實(shí)踐建議。筆者希望通過教學(xué)實(shí)踐研究,發(fā)現(xiàn)初中語文綜合實(shí)踐活動課程引入流行文化教學(xué)實(shí)踐中存在的問題和困難,探究出這一教學(xué)實(shí)踐的意義和價值,以及實(shí)施的方法,為語文綜合實(shí)踐活動課程引入流行文化的教學(xué)實(shí)踐,提供一些參考建議。
[Abstract]:With the development of economic globalization and media, popular culture, which has the characteristics of easy to understand, super infectious and mixed, has developed rapidly. It is increasingly flooded with people's lives and gradually infiltrated into the study and life of teenagers. Affect the students' behavior and thinking habits. Educators pay more and more attention to this phenomenon and seek to introduce pop culture into Chinese teaching in a correct way. Chinese comprehensive practice is a learning method that emphasizes students' independent cooperation and exploration. The introduction of pop culture into the curriculum of Chinese comprehensive practical activities not only accords with the characteristics of popular culture which is easy to understand, but also enables students to learn the ability of distinguishing pop culture in the process of autonomous learning. However, there are many problems in the current Chinese comprehensive practical activity curriculum, such as insufficient attention, single curriculum resources, improper guidance of teachers, single form of activities, and so on. Moreover, the teaching practice of introducing pop culture into the comprehensive practical activity curriculum of junior middle school Chinese is almost a blank. By carrying out teaching practice, the author explores the significance, function, value, problems and countermeasures of introducing pop culture into the curriculum of Chinese comprehensive practical activities in junior high school. The full text includes introduction and three chapters. Introduction is a general summary, mainly discusses the cause of the problem, research purpose and significance, literature review, research methods. The first chapter is the Chinese comprehensive practical activities curriculum, popular culture and other related theories, as well as junior high school Chinese comprehensive practical activities curriculum introduction of popular culture theory interpretation, including the practical necessity, value and principles. The second chapter is the practical exploration of the introduction of popular culture into the comprehensive practical activity curriculum of junior middle school Chinese, recording and analyzing the teaching practice from four aspects: practical conditions, practice objectives, practice process and practical cases. The third chapter is the reflection of the introduction of popular culture teaching practice into the comprehensive practical activity curriculum of junior middle school Chinese, and puts forward some practical suggestions. The author hopes to find out the problems and difficulties existing in the introduction of popular culture into the comprehensive practical activity course of Chinese in junior high school through teaching practice research, and to explore the significance and value of this teaching practice, as well as the methods of its implementation. This paper provides some reference suggestions for the introduction of popular culture into the Chinese comprehensive practical activity course.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前6條

1 王曉青;當(dāng)下中國流行文化分析[J];淮陰師范學(xué)院學(xué)報(bào)(哲學(xué)社會科學(xué)版);2004年06期

2 張翌日;應(yīng)試教育的成因及應(yīng)對策略探析[J];教育探索;2000年03期

3 孔夏秋;嚴(yán)鑫華;;語文專題學(xué)習(xí)活動的實(shí)踐與反思[J];文學(xué)教育(上);2010年02期

4 步德勝;李勇;;大眾流行文化的嬗變對“80后”大學(xué)生的影響[J];中國青年研究;2009年01期

5 夏建中;當(dāng)代流行文化研究:概念、歷史與理論[J];中國社會科學(xué);2000年05期

6 李群,張紅;語文綜合性學(xué)習(xí)中的教師角色以及實(shí)施建議與評價[J];中學(xué)語文教學(xué);2004年03期

相關(guān)碩士學(xué)位論文 前3條

1 顏青;淺談大眾文化在語文課程資源中的開發(fā)策略[D];湖南師范大學(xué);2007年

2 張馨心;當(dāng)前我國青少年流行文化研究[D];山西財(cái)經(jīng)大學(xué);2012年

3 姜雪;大眾流行文化現(xiàn)象中網(wǎng)絡(luò)語言的研究[D];湖北大學(xué);2013年

，

本文編號：2204663