【摘要】：教材是教師教學(xué)、學(xué)生學(xué)習(xí)過程中所使用的材料,是學(xué)生學(xué)習(xí)知識(shí)的主要途徑。意象是中國古典文學(xué)的特有范疇,也是文學(xué)作品重要的審美對(duì)象之一。古今中外的文學(xué)作品中存在著大量豐富的意象,其中“山水”是文人筆下屢見不鮮的意象之一,中學(xué)語文教材也不例外。審美教育是為了適應(yīng)新時(shí)期我國所推行的教育目的與教育方針而倡導(dǎo)的以實(shí)現(xiàn)素質(zhì)教育為目的的教育方式,它與德育、智育、體育相輔相成,共同構(gòu)成了我國培養(yǎng)全面發(fā)展的人才的基礎(chǔ)教育目標(biāo)。對(duì)中學(xué)語文教材中山水意象的審美教育價(jià)值進(jìn)行探究,即有利于彰顯語文課程的人文性,是順應(yīng)基礎(chǔ)教育新課程改革之舉,更重要的是可以提高學(xué)生的審美情趣,陶冶學(xué)生的人格情操,加強(qiáng)學(xué)生對(duì)人生的理解和對(duì)生活的認(rèn)識(shí),形成完善的人格,獲得健全的發(fā)展。中學(xué)語文課程應(yīng)該在重視語文學(xué)科科學(xué)性的基礎(chǔ)上更加強(qiáng)調(diào)人文性,為學(xué)生提供更多的精神養(yǎng)料,促進(jìn)學(xué)生內(nèi)在的成長。本文通過對(duì)“山水意象”文化內(nèi)涵的探析以及對(duì)中學(xué)語文教材中“山水意象”的梳理,進(jìn)而分析探討“山水意象”的審美特征及其教育價(jià)值。具體主要分為四部分論述：首先,山水意象的淵源與山水意象的研究綜述。山水意象是中國文學(xué)的重要概念,它的意義及內(nèi)涵隨著時(shí)代的變遷和文學(xué)的發(fā)展越來越豐富化,對(duì)山水意象的淵源與流變的分析有助于深入、全面的理解山水意象。同時(shí),通過對(duì)山水意象研究概況的分析發(fā)現(xiàn),對(duì)中學(xué)語文教材中山水意象的研究基本處于空白階段。其次,對(duì)中學(xué)語文教材中山水意象的統(tǒng)計(jì)梳理。在對(duì)山水意象原始意義以及對(duì)中西山水意象異同比較的基礎(chǔ)上,對(duì)中學(xué)語文教材中含有山水意象的課文,包括文言文、現(xiàn)當(dāng)代以及外國文學(xué)作品中的“山水”意象進(jìn)行統(tǒng)計(jì)、梳理。再次,通過統(tǒng)計(jì)梳理,發(fā)現(xiàn)中學(xué)語文教材中的山水意象在內(nèi)容上主要分為靜態(tài)的山水和動(dòng)態(tài)的山水；在審美內(nèi)涵上主要表現(xiàn)為意境美和情感美。其中,意境美表現(xiàn)為寧靜美好之境、傷感凄清之境、廣闊磅礴之境、無限永恒之境；情感美表現(xiàn)為思鄉(xiāng)懷人之情、憂國憂民之情、淡泊閑適之情、雄壯豪邁之情。最后,探究山水意象的審美教育價(jià)值。在對(duì)中學(xué)語文審美教育進(jìn)行系統(tǒng)論述的基礎(chǔ)上,得出山水意象特有的審美價(jià)值,即：以山水滌蕩真情；以山水怡情明志；以山水美化人格；以山水弘揚(yáng)人文。
[Abstract]:Teaching materials are the materials used by teachers and students in the process of learning, and they are the main ways for students to learn knowledge. Image is a special category of Chinese classical literature and one of the important aesthetic objects of literary works. There are a lot of images in the literary works of ancient and modern times, in which "landscape" is one of the most common images in the writings of literati, and the middle school Chinese teaching materials are no exception. Aesthetic education is an educational way to realize quality education, which is advocated in order to adapt to the educational aim and policy of our country in the new period. It complements with moral education, intellectual education and physical education. Together constitute the basic education goal of cultivating all-round development talents in our country. This paper probes into the aesthetic educational value of landscape image in middle school Chinese teaching material, that is, it is beneficial to highlight the humanism of Chinese curriculum, to conform to the new curriculum reform of basic education, and more importantly, to improve the students' aesthetic interest. Cultivate students' personality sentiment, strengthen students' understanding of life and life, form perfect personality and obtain sound development. Middle school Chinese curriculum should emphasize humanism on the basis of paying attention to the scientific nature of Chinese subject, provide more spiritual nourishment for students, and promote students' inner growth. By analyzing the cultural connotation of "landscape image" and combing "landscape image" in middle school Chinese teaching materials, this paper analyzes the aesthetic characteristics and educational value of "landscape image". Firstly, the origin of landscape image and the research of landscape image are summarized. Landscape image is an important concept in Chinese literature. Its meaning and connotation are becoming more and more abundant with the change of times and the development of literature. The analysis of the origin and evolution of landscape image is helpful to the thorough understanding of landscape image. At the same time, by analyzing the general situation of landscape image research, it is found that the research on landscape image in middle school Chinese teaching material is basically in blank stage. Secondly, the middle school Chinese teaching materials in the landscape image statistics comb. On the basis of the comparison of the original meaning of landscape image and the similarities and differences between Chinese and western landscape images, this paper makes statistics on the texts containing landscape images in middle school Chinese textbooks, including classical Chinese, modern and contemporary literature and foreign literary works. Sort out. Thirdly, through statistical analysis, it is found that the landscape image in the middle school Chinese teaching material is mainly divided into static landscape and dynamic landscape in content; aesthetic connotation mainly shows the beauty of artistic conception and emotion. Among them, the beauty of artistic conception is characterized by tranquility and beauty, sadness and desolation, vast and majestic territory and infinite eternal state; emotional beauty is manifested in homesickness, concern for the country and people, indifference and majestic feeling. Finally, explore the aesthetic educational value of landscape image. On the basis of systematically discussing the aesthetic education of Chinese in middle school, the special aesthetic value of landscape image is obtained, that is to say, the true feelings are washed by the mountains and rivers, the spirits are clear by the mountains and rivers, the personality is beautified by the mountains and rivers, and the humanities are carried forward by the mountains and rivers.
【學(xué)位授予單位】：陜西師范大學(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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本文編號(hào)：2206131