【摘要】：一直以來,語文課程性質(zhì)研究被認(rèn)為是語文課程研究中最基本、最主要、最關(guān)鍵的問題。不少學(xué)者以此為起點,演繹出對語文教育研究領(lǐng)域各問題的認(rèn)識,認(rèn)為語文課程的目的、方法、內(nèi)容等等均是由語文課程性質(zhì)決定的。甚至還有不少學(xué)者認(rèn)為,只要研究好語文課程性質(zhì)問題,語文課程研究中存在的其他問題也可迎刃而解,語文教學(xué)的效率提升也就指日可待�？傊�,語文課程性質(zhì)的研究在語文教育研究中的地位不可小視�；仡櫜煌瑲v史時期對語文課程性質(zhì)的研究,我們不難發(fā)現(xiàn),語文課程性質(zhì)研究的確是語文課程研究的重點,不同歷史時期的人們在應(yīng)對不同時代語文教育問題的時候,對此問題都有過激烈的爭論,不少關(guān)于語文教育的認(rèn)識也是以此為討論起點后形成的。但近十幾年的研究現(xiàn)狀表明,語文課程性質(zhì)研究面臨著前所未有的詰難,有淡出語文教育研究的跡象。李海林先生通過語文課程性質(zhì)研究的批判,提出用“課程價值”的概念取代課程性質(zhì)研究;王榮生先生則在批判語文課程性質(zhì)研究方法和研究路徑的基礎(chǔ)上,提出要用“課程取向”取代課程性質(zhì)研究。于源溟更是旗幟鮮明地提出要消解語文課程性質(zhì)的研究,認(rèn)為這是一個虛假的學(xué)術(shù)假設(shè),討論它是毫無意義的。這些觀點的提出,不僅挑戰(zhàn)著語文課程性質(zhì)研究在語文課教育研究中的地位,甚至對語文課程性質(zhì)研究存在的合理性提出了質(zhì)疑。在反思這些學(xué)者研究的基礎(chǔ)上,我們認(rèn)為,以往的語文課程性質(zhì)的研究的確存在問題,但要改進(jìn)的是語文課程性質(zhì)研究的方法,而不是語文課程性質(zhì)研究論題本身。對此,本文立足“性質(zhì)”這一詞語內(nèi)涵,著眼“性質(zhì)”是事物或現(xiàn)象較之其他事物或現(xiàn)象的專有屬性,條分縷析了語文課程性質(zhì)在教育活動、學(xué)校課程體系、語言教育課程體系等族類中的專有屬性,界定了語文課程在宏觀、中觀、微觀等不同族類中的屬性,開啟了探尋語文課程性質(zhì)的又一研究路徑。
[Abstract]:For a long time, the study of the nature of Chinese curriculum has been considered to be the most basic, the most important and the most critical problem in the study of Chinese curriculum. From this point of view, many scholars deduce their understanding of various problems in the field of Chinese education research, and think that the purpose, method, content and so on of Chinese curriculum are determined by the nature of Chinese curriculum. Even many scholars believe that as long as the nature of Chinese curriculum is well studied, other problems existing in Chinese curriculum research can also be solved, and the improvement of the efficiency of Chinese teaching is just around the corner. In a word, the study of the nature of Chinese curriculum should not be underestimated in the study of Chinese education. Looking back on the study of the nature of Chinese curriculum in different historical periods, it is not difficult to find that the study of the nature of Chinese curriculum is indeed the focus of Chinese curriculum research. when people in different historical periods deal with the problems of Chinese education in different times, There have been heated debates on this issue, and many understandings of Chinese education have been formed after the discussion. However, the research status of Chinese curriculum in recent years shows that the study of the nature of Chinese curriculum is facing unprecedented difficulties, and there are signs of fading out of the research of Chinese education. Through the criticism of the study of the nature of Chinese curriculum, Mr. Li Hailin put forward replacing the study of the nature of curriculum with the concept of "curriculum value". On the basis of criticizing the research methods and research paths of the nature of Chinese curriculum, Mr. Wang Rongsheng put forward that "curriculum orientation" should be used instead of the study of curriculum nature. Yu Yuanming made a clear-cut proposal to dispel the study of the nature of Chinese curriculum, thinking that this is a false academic hypothesis, and it is meaningless to discuss it. These viewpoints not only challenge the position of the study of the nature of Chinese curriculum in the study of Chinese course education, but also question the rationality of the existence of the study of the nature of Chinese curriculum. On the basis of reflecting on the research of these scholars, we think that there are some problems in the previous study of the nature of Chinese curriculum, but what should be improved is the method of the study of the nature of Chinese curriculum, not the research topic of the nature of Chinese curriculum itself. In this regard, based on the connotation of the word "nature", this paper focuses on the fact that "nature" is the exclusive attribute of things or phenomena compared with other things or phenomena, and analyzes the nature of Chinese curriculum in educational activities and school curriculum system. The proprietary attributes of language education curriculum system and other ethnic categories define the attributes of Chinese curriculum in different ethnic categories, such as macro, meso, micro and so on, which opens up another research path to explore the nature of Chinese curriculum.
【學(xué)位授予單位】：江西師范大學(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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相關(guān)期刊論文 前1條

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本文編號：2480502