本文選題：蒙學(xué) + 蒙學(xué)讀本��； 參考：《安徽大學(xué)》2007年碩士論文

【摘要】： 中華民族有著注重啟蒙教育的傳統(tǒng)，尤其是兒童的啟蒙教育。蒙學(xué)讀本是專為學(xué)童編寫或選編的，很多傳統(tǒng)讀本，如《百家姓》、《三字經(jīng)》、《千字文》、《千家詩》、《幼學(xué)瓊林》、《四書》、《五經(jīng)》等，薈萃了前人及那個(gè)時(shí)代的經(jīng)典之作，構(gòu)成了相當(dāng)完整的知識(shí)體系、思想體系、價(jià)值體系和藝術(shù)體系。 本文在仔細(xì)梳理古代蒙學(xué)讀本和相關(guān)研究成果的基礎(chǔ)上，分別就蒙學(xué)的內(nèi)涵、蒙學(xué)讀本發(fā)展概況、蒙學(xué)讀本的編寫、內(nèi)容等方面進(jìn)行了全面系統(tǒng)的分析，初步構(gòu)建了研究本課題的框架體系。 中國古代稱少年兒童啟蒙教育為“童蒙教育”或“蒙養(yǎng)教育”，所以在很早的時(shí)候就有“蒙以養(yǎng)正”或“養(yǎng)正于蒙”的說法，就是當(dāng)兒童智慧蒙開之際及時(shí)施以正當(dāng)?shù)慕逃�，或者說，用正當(dāng)?shù)慕逃龁⒌蟽和怪】党砷L。 長時(shí)間的歷史發(fā)展中，蒙學(xué)讀本隨著時(shí)代歷史條件的演變而不斷變化，但在其基本內(nèi)容、形式和風(fēng)格上保持了以一貫之，連續(xù)性、穩(wěn)定性強(qiáng)，這就必然有助于建立起人們對(duì)讀本的信任感，從而更進(jìn)一步加強(qiáng)了它的影響。 最早產(chǎn)生的蒙學(xué)讀本是字書，蒙學(xué)的第一階段是識(shí)字，傳統(tǒng)作法是集中識(shí)字，集中識(shí)字的通行讀本是“三、百、千”(即《三字經(jīng)》、《百家姓》、《千字文》)。用較短的時(shí)間教兒童集中地認(rèn)識(shí)兩千來字，，然后逐步教他們讀書，千百年來，前人一直采用這個(gè)辦法，不肯放棄。這是依據(jù)漢語漢字的特點(diǎn)(字形不能直接地表示讀音；字形可以分析；書面語言滯后于口頭語言)總結(jié)出一個(gè)有效的作法，由此決定了集中識(shí)字階段認(rèn)、講、寫、用的步驟及相互關(guān)系。 韻語知識(shí)讀物是古代蒙學(xué)讀本中數(shù)量最大的。教過“三、百、千”之后，需要采取某種辦法，來鞏固集中識(shí)字的成果，進(jìn)一步擴(kuò)充識(shí)字的范圍，為下一步讀寫訓(xùn)練打下基礎(chǔ)。同時(shí)，學(xué)過“三、百、千”的八九歲的兒童，知識(shí)漸開，生活的范圍漸廣，性格品德的發(fā)展成長很快，需要向兒童講灑掃應(yīng)退、修身力學(xué)、為人處世的道理和規(guī)矩的。從韻語知識(shí)讀物編寫和學(xué)塾的用法來看，它的作用是把鞏固識(shí)字、擴(kuò)充識(shí)字的需要和進(jìn)行封建思想教育，知識(shí)教育的需要結(jié)合起來，是“三、百、千”向“四書五經(jīng)”的過渡。在古代，書面語言兩漢之后就基本上定型，口頭語言則一刻不停地變化，距離越拉越遠(yuǎn)，形成了一條鴻溝。從“三、百、千”到蒙求、類蒙求，基本上都是用文言的，靈活地運(yùn)用三言和四言韻語把文言的各種基本結(jié)構(gòu)表現(xiàn)出來。一兩年或兩三年下來，兒童們耳濡目染，有“諧于唇吻”“便于記憶”特點(diǎn)和“熟讀成誦”要求，自然而然地養(yǎng)成了一些文言習(xí)慣，縮短了文言與口語千百年的距離。因此，韻語知識(shí)讀物是跨越白話、文言那條鴻溝的橋梁。 古代蒙學(xué)在集中識(shí)字和進(jìn)一步識(shí)字之后，就要進(jìn)入以讀寫訓(xùn)練為主的階段，在這個(gè)階段，開始教學(xué)生讀《四書》《五經(jīng)》�！端臅贰段褰�(jīng)》是中國傳統(tǒng)文化的基本讀本，是統(tǒng)治中國傳統(tǒng)文化的思想經(jīng)典，朱熹的《四書集注》是重點(diǎn)，并不是因?yàn)橹祆涞摹端臅ⅰ繁葎e的高明，而是它的不可比擬的文化地位，是古代士子的應(yīng)試教科書，更是中國傳統(tǒng)文化的思想源泉，其影響是深入骨髓的。配合讀經(jīng)，教學(xué)生閱讀簡短的散文故事和淺顯的詩歌，教學(xué)生屬對(duì)等淺近的文字、音韻知識(shí)。愛聽故事，是兒童的特點(diǎn)；愛大聲諷讀，也是兒童的一個(gè)特點(diǎn)，兒童認(rèn)字后，讀些散文故事，讀些優(yōu)美而淺近的詩歌，是唐宋以來一直實(shí)行的辦法，后來逐漸成了蒙學(xué)中一個(gè)固定的教學(xué)內(nèi)容。教兒童屬對(duì)，最初大概是以學(xué)作駢文和學(xué)作近體詩為目的的，發(fā)展到后來，屬對(duì)成了蒙學(xué)的一種必修課程，這不僅是作文的開始，也是作詩的基礎(chǔ)。 總之，蒙學(xué)讀本是專為學(xué)童編寫或選編的，是我國教育史上珍貴的遺產(chǎn)。對(duì)千百年來的文化遺產(chǎn)進(jìn)行“披沙揀金”的工作，總結(jié)和研究傳統(tǒng)蒙學(xué)的教學(xué)理論、經(jīng)驗(yàn)，對(duì)提高和改造我們的啟蒙教育(家庭教育、基礎(chǔ)教育)，大有裨益。
[Abstract]:The Chinese nation has a tradition of paying attention to the enlightenment education, especially the enlightenment education for children. The Mongolian reading books are specially compiled or selected for the schoolchildren. Many traditional books, such as the hundred family names, the three characters, the thousand characters, the thousand poems, the young studies Qiong Lin, the four books and the five classics, have a fairly complete collection of the classics of the predecessors and the times. Knowledge system, ideological system, value system and art system.
On the basis of carefully combing the ancient Mongolian reading books and related research achievements, this paper makes a comprehensive and systematic analysis on the connotation of the Mongolian, the development of the Mongolian reading books, the compilation of the reading books and the contents of the Mongolian books, and preliminarily constructs a framework for the study of the subject.
In ancient China, the enlightening education of children and children was called "the education of children and Mongolia" or "Mongolian education". So in the early days, there was a saying "to raise the right" or "to raise the health of the Mongolia". It is to give proper education in time when the children's wisdom is opened, or to enlighten children with proper education to make them grow healthily.
In the long history of historical development, the Mongolian reading books have changed with the historical conditions of the times, but in their basic content, form and style, they maintain a consistent, continuous and strong stability. This will certainly help to establish a sense of trust for reading books, and further strengthen its influence.
The first Mongolian reading book is a word book. The first stage of the Mongolian learning is literacy. The traditional practice is to concentrate on the literate. The popular reading book is "three, 100, thousand" (i.e. < three characters >, < hundred family name >, < thousand words >). This method is not willing to give up. It is based on the characteristics of Chinese characters (the characters can not be directly expressed in pronunciation; the shape can be analyzed; the written language is lagging behind the oral language) to sum up an effective method, which determines the steps and relationships in the stage of recognition, speaking, writing, using, and using.
After teaching "three, 100, and thousand", it is necessary to adopt some measures to consolidate the achievements of the centralized literacy, expand the scope of literacy, and lay the foundation for the next reading and writing training. At the same time, the eight or nine year old children who have learned "three, 100, 000" have gradually opened up their knowledge and the scope of life is gradually wide, The development and development of character morality is very fast. It is necessary to speak to children to retreat, to repair body mechanics, to be a human being. From the writing of rhyme knowledge reading materials and the usage of school, the function of it is to consolidate literacy, expand the needs of literacy and carry out feudal ideological education, and to combine the needs of knowledge education, which is "three, 100, 000". The transition to the "four books and the five classics". In ancient times, the written language was basically stereotyped after the two Han Dynasties. The oral language was constantly changing and the distance pulled farther and farther, forming a gap. From "three, 100, thousand" to the Mongolian, the class was basically used in classical Chinese and used the three words and the four language rhymes flexibly to form the basic structural tables of classical Chinese. After one or two or two or three years, children are exposed to the characteristics of "easy to lip kiss", "easy to remember" and "read recite", and naturally develop some classical Chinese habits and shorten the distance between classical Chinese and spoken English for thousands of years. Therefore, the rhyme knowledge reading is a bridge across the vernacular and the classical Chinese gap.
In this stage, the ancient Mongolian learning to read and write further and further read the word, at this stage, he began to teach the students to read the Four Books > the five classics > the five classics > the five classics > the five classics, the basic reading of Chinese traditional culture, the ideological classics of the Chinese traditional culture, and the focus of Zhu Xi's "four books", not because of Zhu Xi's The unparalleled cultural status of the "four books", but its unparalleled cultural status, is a test textbook for ancient scholars and a source of Chinese traditional culture. Its influence is deep into the bone marrow. With reading classics, students can teach students to read short prose stories and shallow poems, and teach students to be equivalent to simple words, phonological knowledge, and listening to stories. It is a characteristic of children; love to read aloud is a characteristic of children. After children recognize words, reading prose stories and reading beautiful and shallow poetry is a method that has been practiced since the Tang and Song dynasties. Later, it gradually became a fixed teaching content in the Mongolian learning. Later, it became a compulsory course for Mongolian studies. This is not only the beginning of composition, but also the foundation of poetry.
In a word, the Mongolian reading book is written or selected for schoolchildren. It is a precious heritage in the history of education in China. The work of "picking sand and picking gold" for thousands of years of cultural heritage, summarizing and studying the teaching theory and experience of traditional Mongolian learning, is of great benefit to the improvement and transformation of our enlightenment education (family education, basic education).
【學(xué)位授予單位】：安徽大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類號(hào)】：G619.29

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前3條

1 孫曉晨;蒙學(xué)教材《幼學(xué)瓊林》研究[D];東北師范大學(xué);2011年

2 李少博;中國古代經(jīng)典童蒙讀物中的詩意教育[D];陜西師范大學(xué);2009年

3 盧永芳;古代蒙學(xué)教材《三字經(jīng)》研究[D];四川師范大學(xué);2010年

本文編號(hào)：1955496