【摘要】：作文是語(yǔ)文課程與教學(xué)的重要構(gòu)成,也是個(gè)體語(yǔ)文素養(yǎng)的真實(shí)體現(xiàn)。每個(gè)時(shí)代,人們?yōu)榱擞行У谋磉_(dá)都付出了大量勞動(dòng)。當(dāng)下小學(xué)作文教學(xué)主要有三大突出問(wèn)題,一是作文教學(xué)中兒童立場(chǎng)的缺失。作文教學(xué)中忽視了對(duì)兒童這一學(xué)習(xí)主體的觀照,本為作文靈魂的兒童生命體驗(yàn)沒(méi)有得到應(yīng)有的尊重和表達(dá)。二是當(dāng)前作文教學(xué)缺乏明確的課程規(guī)約,訓(xùn)練的序列性缺失。課程標(biāo)準(zhǔn)中作文教學(xué)沒(méi)有明確的具體要求,導(dǎo)致作文教學(xué)各自為陣,從屬于閱讀教學(xué)。作文能力本應(yīng)是階梯式遞進(jìn),訓(xùn)練與指導(dǎo)應(yīng)循“序”漸進(jìn),而當(dāng)前的作文教學(xué)大多是作為閱讀的補(bǔ)充而隨意展開(kāi)。三是教師和學(xué)生都懼怕作文。學(xué)生存有懼怕作文的心理,在“苦痛”的訓(xùn)練中難有實(shí)質(zhì)性提升。老師則沿襲舊有教學(xué)思維,以“公共思維”、“成人思維”等主導(dǎo)教學(xué),致使學(xué)生成為說(shuō)著群體性語(yǔ)言、用統(tǒng)一眼光打量世界的群體,充斥著“成人腔”、“假話秀”等非個(gè)性的表達(dá)。新的時(shí)代,呼喚作文教學(xué)的突破與創(chuàng)新。當(dāng)前作文教學(xué)研究,其中一個(gè)不足是對(duì)先輩的探索缺乏深入、系統(tǒng)的梳理。正是基于此,本研究力圖通過(guò)重溫民國(guó)小學(xué)國(guó)語(yǔ)課堂中作文教學(xué)的圖景,希望在熟悉、體認(rèn)先輩經(jīng)驗(yàn)與智慧的同時(shí),為當(dāng)下的課程變革,尤其是小學(xué)語(yǔ)文教學(xué)變革提供新的材料和路徑參考。本研究主要通過(guò)梳理、解讀民國(guó)小學(xué)作文教學(xué)的文獻(xiàn)資料,重溫那一段遠(yuǎn)去的時(shí)光,拂去集落在文獻(xiàn)上的塵埃,運(yùn)用邏輯分析的方法,深入了解民國(guó)小學(xué)作文教學(xué),探析民國(guó)小學(xué)作文教學(xué)在內(nèi)容、方法、主題及理念方面的寶貴遺存,在先輩的思想與足跡中,準(zhǔn)確、真實(shí)地“觸碰”民國(guó)小學(xué)作文教學(xué)律動(dòng)的脈搏,破解作文教學(xué)的深層問(wèn)題。通過(guò)探究,關(guān)于民國(guó)作文教學(xué)我們得到如下結(jié)論與啟示:首先,民國(guó)小學(xué)作文教學(xué)始終秉承著以兒童為中心,彰顯語(yǔ)文教育的人學(xué)關(guān)懷。作文課堂與兒童生活相聯(lián)絡(luò),引導(dǎo)兒童用語(yǔ)詞發(fā)現(xiàn)世界,用身體的感官與大自然相連接。其次,民國(guó)倡導(dǎo)序列化作文教學(xué),有序列、有章法、有標(biāo)準(zhǔn)的推進(jìn)作文教學(xué),有層級(jí)的設(shè)定不同學(xué)年兒童作文學(xué)習(xí)的目標(biāo)。第三,作文教學(xué)要復(fù)萌教師的童心,喚醒兒童沉睡的潛能。民國(guó)小學(xué)作文教學(xué)全程貫穿著兒童立場(chǎng),應(yīng)允兒童多樣化的言說(shuō),教師復(fù)萌童心,以一顆童心培育培育另一顆童心。最后,民國(guó)作文教學(xué)研究匯聚了一批大師,積累了豐富的課程與教學(xué)資源,也初步構(gòu)建了國(guó)語(yǔ)課程的合理架構(gòu),我們今天的語(yǔ)文課程變革應(yīng)該“接說(shuō)著”。
[Abstract]:Composition is an important component of Chinese curriculum and teaching, and a true embodiment of individual Chinese literacy. In every era, people pay a great deal of work for effective expression. There are three main problems in composition teaching in primary school, one is the lack of children's position in composition teaching. The children's life experience, which is the soul of composition, has not been respected and expressed in composition teaching. The second is the lack of clear curriculum rules and the lack of sequence of training in current composition teaching. There is no specific requirement for composition teaching in curriculum standard, which leads to composition teaching being subordinate to reading teaching. Composition ability should be a step by step, training and guidance should follow the "order" gradual, and the current composition teaching is mostly as a complement to reading and random development. Third, teachers and students are afraid of writing. Students have fear of composition psychology, in the "pain" training, there is no substantial improvement. Teachers follow the old teaching thinking, leading the teaching by "public thinking" and "adult thinking", so that students become a group of people who speak group language, look at the world with a unified vision, and are filled with "adult voices." "lie show" and other non-personality expression. The new era calls for the breakthrough and innovation of composition teaching. At present, one of the shortcomings in the research of composition teaching is the lack of thorough and systematic research on the predecessors. Based on this, this study tries to relive the picture of composition teaching in the primary school of the Republic of China, hoping that while we are familiar with and aware of the experience and wisdom of our predecessors, we will change our curriculum at the same time. Especially the primary school Chinese teaching reform provides new materials and path reference. This research mainly through combing, reading the literature of the Republic of China elementary school composition teaching, reviewing that period of time, brushing away the dust that set on the literature, using the method of logic analysis, deeply understanding the composition teaching of the Republic of China elementary school. This paper probes into the precious remains of composition teaching in the Republic of China elementary school in terms of content, method, theme and idea, and in the thoughts and footprints of the forefathers, accurately and truly "touches" the pulse of the rhythm of composition teaching in the elementary school of the Republic of China, thus solving the deep problems in composition teaching. Through the exploration, we get the following conclusions and enlightenment about the composition teaching of the Republic of China: first, the composition teaching of the elementary school of the Republic of China has always been adhering to the child-centered, showing the concern of human learning in Chinese education. The composition classroom connects with children's life, guides children's words to discover the world, and connects the body's senses with nature. Secondly, the Republic of China advocates serialization of composition teaching, there are sequences, there are rules, there are standards to promote composition teaching, there are levels of setting the goals of children's composition learning in different school years. Thirdly, composition teaching should restore the childish heart of teachers and awaken the sleeping potential of children. The composition teaching of elementary school in Republic of China runs through the children's standpoint all the time, and allows the children's diverse speech that the teacher reappears the child's heart and cultivates another child's heart with one child's heart. Finally, the study of composition teaching in the Republic of China has gathered a group of masters, accumulated rich curriculum and teaching resources, and preliminarily constructed a reasonable structure of the Mandarin curriculum.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.24

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本文編號(hào)：2250239