【摘要】：城鄉(xiāng)經(jīng)濟(jì)發(fā)展的差異性帶來(lái)了城鄉(xiāng)教育在文化背景上的差別。對(duì)于處在價(jià)值形成期的農(nóng)村青少年來(lái)說(shuō),教科書是他們了解世界的合法的窗口,其中微妙的價(jià)值導(dǎo)向,會(huì)影響著他們的世界觀和價(jià)值觀。而現(xiàn)行的“城鄉(xiāng)一本”的教科書體現(xiàn)著“城市優(yōu)越”的光環(huán),這在一定程度上會(huì)影響農(nóng)村學(xué)生積極鄉(xiāng)土情感、自我文化認(rèn)同的形成。因此,代表地方合法地位的“地方性知識(shí)”需要在農(nóng)村教學(xué)中得以體現(xiàn)；另一方面,“地方性知識(shí)”對(duì)完善農(nóng)村教師的知識(shí)結(jié)構(gòu)、彰顯農(nóng)村教師“鄉(xiāng)村文人”的社會(huì)角色也有著十分重要的意義�；谏鲜鲅芯勘尘�,本研究以“農(nóng)村教師的地方性知識(shí)”為切入點(diǎn),以語(yǔ)文為學(xué)科背景,選定小學(xué)階段為研究范圍,進(jìn)行農(nóng)村語(yǔ)文教師地方性知識(shí)手冊(cè)編制研究。在梳理“語(yǔ)文教師知識(shí)”“地方性知識(shí)在語(yǔ)文教學(xué)中的應(yīng)用”等研究的基礎(chǔ)上,對(duì)“地方性知識(shí)”“地方性知識(shí)手冊(cè)”等核心概念進(jìn)行了界定。并厘清了地方性知識(shí)手冊(cè)的編制在促進(jìn)教師發(fā)展、學(xué)生成長(zhǎng)、教學(xué)活動(dòng)展開等方面的價(jià)值,確定了手冊(cè)編制的地方性、實(shí)效性、組織性、生成性原則。在具體編制部分,我們選定了一個(gè)農(nóng)村場(chǎng)域,在合作教師的幫助下,通過(guò)具體的操作和分析來(lái)說(shuō)明手冊(cè)的編制程序和具體內(nèi)容。本研究致力于農(nóng)村語(yǔ)文教師地方性知識(shí)手冊(cè)的編制研究。嘗試了以“調(diào)查-搜集-分析-編寫”為編制主程序,具體包括對(duì)既定農(nóng)村場(chǎng)域語(yǔ)文教師地方性知識(shí)的現(xiàn)狀調(diào)查和傾向調(diào)查、對(duì)農(nóng)村場(chǎng)域地方素材的搜集、對(duì)地方素材和語(yǔ)文教科書的分析、對(duì)地方素材的編排和相應(yīng)建議的編寫等程序；并以點(diǎn)面結(jié)合的方式形成了手冊(cè)的具體內(nèi)容和結(jié)構(gòu)框架。其中,具體內(nèi)容主要指手冊(cè)的章節(jié),由“教材說(shuō)明”“素材鏈接”“教學(xué)建議”等模塊構(gòu)成。而手冊(cè)的結(jié)構(gòu)框架,除了手冊(cè)章節(jié),還包括手冊(cè)“前言”“目錄”“后記”等；最后,對(duì)后續(xù)手冊(cè)編制提出了加強(qiáng)相關(guān)理論的研究、爭(zhēng)取多部門支持與合作、促成手冊(cè)的應(yīng)用與調(diào)試等建議。
[Abstract]:The difference between urban and rural economic development brings about the difference in cultural background of urban and rural education. For the rural teenagers in the period of value formation, the textbook is the legal window for them to understand the world, in which the subtle value orientation will affect their world outlook and values. The present textbook of "Urban and Rural one" embodies the aura of "City superiority", which to some extent will affect the formation of positive local emotion and self-cultural identity of rural students. Therefore, the "local knowledge", which represents the local legal status, needs to be embodied in rural teaching; on the other hand, "local knowledge" can improve the knowledge structure of rural teachers. It is also of great significance to highlight the social role of rural teachers "rural literati". Based on the above research background, this study takes "the local knowledge of rural teachers" as the breakthrough point, takes the Chinese as the subject background, selects the primary school stage as the research scope, carries on the rural Chinese teacher local knowledge manual compilation research. On the basis of combing the research of "Chinese teachers' knowledge" and "the application of local knowledge in Chinese teaching", this paper defines the core concepts of "local knowledge" and "local knowledge manual". It also clarifies the value of the compilation of local knowledge manuals in promoting the development of teachers, the growth of students and the development of teaching activities, and determines the local, effective, organizational and generative principles of the compilation of the manuals. In the specific compilation part, we select a rural field, with the help of cooperative teachers, through the specific operation and analysis to explain the compilation procedures and specific contents of the manual. This study is devoted to the compilation of local knowledge handbook for rural Chinese teachers. This paper attempts to compile the main program of "Survey-Collection-Analysis-compilation", including the investigation of the current situation and tendency of the local knowledge of Chinese teachers in the established rural field, and the collection of local materials in the rural field. The analysis of local materials and Chinese textbooks, the arrangement of local materials and the compilation of corresponding suggestions, etc., and the concrete contents and structural framework of the manual are formed by the combination of points and aspects. Among them, the specific content mainly refers to the chapter of the manual, which is made up of the module of "textbook description", "material link", "teaching suggestion" and so on. Besides the chapters of the manual, the structural framework of the manual includes the foreword, the catalogue, the postscript, and so on. Finally, it proposes to strengthen the relevant theoretical research on the preparation of the follow-up manual, and to enlist the support and cooperation of various sectors. To facilitate the application and commissioning of the manual and other recommendations.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G623.2

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