本文關(guān)鍵詞：民間文學(xué)啟蒙教育對(duì)幼兒民族認(rèn)同感培養(yǎng)的研究　出處：《山東師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

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【摘要】：民間文學(xué)是民族文化的重要組成部分。中國是個(gè)多民族國家,由56個(gè)民族組成,每個(gè)民族擁有包含自己民族特色的民間文學(xué),共同匯聚成中華民族文化的精髓。我國的民間文學(xué)內(nèi)容豐富、來源廣泛、形式多樣、內(nèi)涵深刻,具有一定的社會(huì)教育價(jià)值。將民間文學(xué)作為教育的載體,充分利用民間文學(xué)中豐富、寶貴的教育資源,讓幼兒從小接受中華民族傳統(tǒng)文化的熏陶,在潛移默化中感受、了解民族文化的內(nèi)涵,將其內(nèi)化為自己的品格特質(zhì),培養(yǎng)幼兒的民族認(rèn)同感,不僅有利于中華民族傳統(tǒng)文化的傳承與發(fā)揚(yáng),更能為幼兒未來的發(fā)展奠定基礎(chǔ)。隨著全球化進(jìn)程的加快,大量西方文化侵入,在時(shí)代復(fù)雜而又多變的文化境遇里,民族認(rèn)同出現(xiàn)危機(jī)。民間文學(xué)作為民族文化的重要組成部分,在現(xiàn)代民族認(rèn)同的發(fā)展過程中發(fā)揮了巨大的作用。民間文學(xué)啟蒙教育,除了能夠發(fā)展幼兒的智力、語言能力以外,在這個(gè)民族認(rèn)同出現(xiàn)危機(jī)的時(shí)代,還能作為我們培養(yǎng)幼兒民族認(rèn)同感的重要手段。本研究將視角選定在民間文學(xué)啟蒙教育對(duì)幼兒民族認(rèn)同感培養(yǎng)的價(jià)值及策略上,對(duì)民間文學(xué)啟蒙教育的各個(gè)要素內(nèi)容進(jìn)行分析。從民間文學(xué)啟蒙教育對(duì)民族認(rèn)同的兩大層次,即民族認(rèn)知觀念和情感依戀與偏愛的價(jià)值進(jìn)行闡述,并在現(xiàn)有理論和幼兒園實(shí)踐的基礎(chǔ)上,就利用民間文學(xué)啟蒙教育培養(yǎng)幼兒民族認(rèn)同感的策略提出自己的觀點(diǎn)。本文的研究思路如下安排:第一部分:概述。首先是對(duì)民間文學(xué)的概念及類型進(jìn)行界定,并分別闡述了民間文學(xué)啟蒙教育的三個(gè)方面的內(nèi)容。其次,重點(diǎn)闡述了民族認(rèn)同感概念的來源與發(fā)展,并以此為依據(jù),最后對(duì)幼兒民族認(rèn)同感的概念進(jìn)行了界定。第二部分:民間文學(xué)啟蒙教育對(duì)幼兒民族認(rèn)同感培養(yǎng)的價(jià)值。本部分主要是對(duì)民間文學(xué)啟蒙教育對(duì)幼兒民族認(rèn)同感培養(yǎng)的價(jià)值進(jìn)行研究,從民族認(rèn)知觀念和情感依戀與偏愛入手。在民族認(rèn)知觀念上,闡述民間文學(xué)啟蒙教育對(duì)幼兒認(rèn)知民族文字、民族風(fēng)俗習(xí)慣、民族價(jià)值觀與民族歷史四個(gè)方面的價(jià)值。在情感依戀與偏愛上,闡述了民間文學(xué)啟蒙教育對(duì)培養(yǎng)幼兒戀土情結(jié)、民族節(jié)日情懷以及民族歸屬感的價(jià)值。第三部分:民間文學(xué)啟蒙教育對(duì)幼兒民族認(rèn)同感培養(yǎng)的策略。結(jié)合第二部分,筆者提出了利用民間文學(xué)啟蒙教育培養(yǎng)幼兒民族認(rèn)同感的三大策略,分別包括甄選適宜的民間文學(xué)啟蒙教育內(nèi)容、合理運(yùn)用不同的民間文學(xué)啟蒙教育方法以及探索多樣化的民間文學(xué)啟蒙教育途徑。結(jié)語部分重申了民間文學(xué)啟蒙教育對(duì)幼兒民族認(rèn)同感培養(yǎng)的價(jià)值所在,梳理了本文的思路及框架,指出研究中的不足之處,明確了筆者以后應(yīng)努力的方向。
[Abstract]:Folk literature is an important part of national culture. Chinese is a multi-ethnic country composed of 56 ethnic groups, each nation has its own national characteristics include folk literature, common pool into the essence of Chinese culture. The content of folk literature in China is rich, extensive sources, diverse forms, profound connotation, has the value of social education sure. The folk literature is the carrier of education, make full use of folk literature in the rich and valuable educational resources, allow children to accept the Chinese traditional culture, feel the subtle, the connotation of national culture solution, internalized into his character, cultivate children's sense of national identity, not only and to carry forward the Chinese traditional cultural heritage, to lay the foundation for the future development of children. With the accelerating process of globalization, a large number of Western cultural invasion, in the era of complex And changing the cultural situation, national identity crisis. The folk literature is an important part of national culture, has played a huge role in the development of modern national identity. The folk literature of the enlightenment education, in addition to the development of children's intelligence, language ability to, there is a crisis in the era of national identity, but also as we are an important means to cultivate children's sense of national identity. This study will be selected in the perspective of folk literature education of children's national recognition value and strategy of shared culture, the contents of various elements of the folk literature of the enlightenment education were analyzed. From the folk literature education of ethnic identity in two levels, namely the national concept of cognitive and emotional attachment with the preference value is expounded, and based on the existing theory and practice of the kindergarten on the use of folk literature enlightenment education cultivate children's ethnic identity Put forward their views a sense of strategy. The research ideas of this paper are as follows: the first part: introduction. The first is to define the concept and types of folk literature and folk literature, respectively expounds the enlightenment education in three aspects. Secondly, expounds the origin and development of the concept of national identity, and as on the basis of the concept, at the end of the children's sense of national identity was defined. The second part: folk literature enlightenment education to the children of national identity culture value. This part is mainly on the folk literature of enlightenment education on children's sense of national identity culture value for research, starting from the national concept of cognitive and emotional attachment and preference in the nation. The cognitive concept, elaborated the folk literature of enlightenment education for children's cognitive national language, ethnic customs, national values and the four aspects of national history in the emotional attachment and partial value. Love, describes the folk literature enlightenment education to cultivate children's land complex, ethnic festivals and the feelings of national belonging. The third part: the value of folk literature enlightenment education to the children of national identity training strategy. Combined with the second part, the author puts forward the use of folk literature enlightenment education training on the three strategies of children's sense of national identity, including the selection of suitable folk literature enlightenment education content respectively, the rational use of different folk literary enlightenment education methods and explore the folk literary enlightenment education in a variety of ways. The conclusion restates the folk literature the enlightenment education of children's national identity culture value, combing the ideas and framework of this article, pointed out the inadequacies of the study, clear the future should be the direction.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G613.2

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本文編號(hào)：1376816