【摘要】：新課程改革背景下,基于從社會學(xué)的視角探究意識形態(tài)是如何嵌入在小學(xué)語文教材中的研究頗少。意識形態(tài)是指導(dǎo)人們形成世界觀、人生觀和價值觀的思想準繩和行動綱領(lǐng),它嵌入在各種載體中傳播從而被人們所吸收和消化。探究小學(xué)語文教材中的意識形態(tài)嵌入方式,是防止小學(xué)語文教材走上“政治說教”、“強制灌輸”等品德教育的道路。小學(xué)語文教材,它應(yīng)是一本開啟語言、文學(xué)和文化大門的鑰匙,是學(xué)生培養(yǎng)文學(xué)素養(yǎng)的知識海洋,所以筆者在承認意識形態(tài)嵌入合理性的基礎(chǔ)上,探究其嵌入方式應(yīng)是“沁潤式的、潛移默化的”。本文有緒論、正文和結(jié)論三部分組成。緒論主要介紹選題緣起、研究意義、研究現(xiàn)狀以及研究思路與方法。正文由以下四部分組成。第一部分,課程中的意識形態(tài)闡釋。首先是對意識形態(tài)概念的解說,并對意識形態(tài)與思想品德,社會意識形態(tài)與社會意識形式等概念進行了區(qū)分與辨析,探討了意識形態(tài)的類型及功能,最后闡述了意識形態(tài)與課程之間的關(guān)系。第二部分,教科書話語中的意識形態(tài)透視。詳細闡述了教科書中的意識形態(tài)呈現(xiàn)的載體有哪些,基于不同意識形態(tài)下教科書中常見的意識形態(tài)嵌入方式有哪些,并對它們的作用進行了分析。第三部分,小學(xué)語文教材中的意識形態(tài)嵌入方式的現(xiàn)狀分析。本部分結(jié)合了人教版與蘇教版小學(xué)語文部分教材,對小學(xué)語文教材中的意識形態(tài)嵌入方式進行了事實性分析。第四部分,小學(xué)語文教材意識形態(tài)嵌入方式的應(yīng)然探究。首先針對現(xiàn)有的小學(xué)語文教材意識形態(tài)嵌入方式進行了批判與展望,認為小學(xué)語文教材應(yīng)發(fā)揮其人文性特色。其次基于意識形態(tài)沁潤式嵌入方式下,對教師的教學(xué)策略進行了有效地探究。
[Abstract]:Under the background of the new curriculum reform, there are few studies on how ideology is embedded in the primary language teaching materials from the perspective of sociology. Ideology is the ideological line and action program that guides people to form world outlook, outlook on life and values. It is embedded in various carriers to be absorbed and digested by people. The ideological embeddedness in Chinese textbooks is the way to prevent the primary language textbooks from taking "political preaching" and "compulsory instillation". The primary language textbooks should be a key to the opening of language, literature and culture, and the students' knowledge of literary accomplishment, so the author is admitting ideological embeddedness. On the basis of rationality, the method of embedding should be "Qin and emun, imperceptible". This article consists of three parts: introduction, text and conclusion. The introduction mainly introduces the origin, research significance, research status and research ideas and methods. The text is composed of the following four parts. The first part, the ideological interpretation in the course. To explain the concept of ideology, and to distinguish and discriminate the concepts of ideology and moral character, social ideology and social consciousness, and to discuss the types and functions of ideology. Finally, the relationship between ideology and curriculum is expounded. The second part, the ideological perspective in textbook discourse, is elaborated in detail. What are the carriers of ideology in the textbooks, what are the common ideological embeddedness methods in textbooks under different ideologies and the analysis of their functions. The third part, the status analysis of the ideological embeddedness in primary school Chinese textbooks. This part combines the primary language of the human education and the Soviet education edition. Part of the textbook is a factual analysis of the ideological embeddedness in the primary language teaching materials. The fourth part, the ideological embeddedness of the primary school Chinese textbooks should be explored. First, the ideological embeddedness of the existing primary language textbooks is criticized and looked forward to, and it is believed that the primary language teaching materials should play its humanistic characteristics. Secondly, based on the ideological embeddedness approach, the teachers' teaching strategies are explored effectively.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.2

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