本文關鍵詞：生態(tài)學視閾下的大學語文教育研究　出處：《西南大學》2016年博士論文　論文類型：學位論文

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【摘要】：本文以生態(tài)哲學為理論基礎,探索大學語文教育在不同生態(tài)位上的失衡表現(xiàn)與原因,從而有針對性分析其良性生態(tài)因子和生態(tài)特征,從系統(tǒng)的解構角度開展大學語文教育宏觀生態(tài)研究;以生態(tài)學思維為研究工具,探討大學語文生態(tài)課程的良性因子,引入迪克與凱里系統(tǒng)化教學設計模型,提出生態(tài)課程的系統(tǒng)化教學設計,從課程的建構角度展開大學語文教育的微觀生態(tài)研究。大學語文教育在文化傳承、學生健康發(fā)展和人文素養(yǎng)提升上,有著不可取代的作用。但與之對應的是大學語文教育長期處于不受重視、停滯不前的尷尬境地:課程開設隨意、課時太短,課程地位較低;教材版本混亂、內容重復,對學生吸引力不足;教師良莠不齊,地位不高,工作和研究的動力不足;教學手段單一、方法陳舊,沒有科學的教學效果評價。這些問題的存在,需要我們用更具發(fā)展性的生態(tài)視野來關注大學語文的教育。生態(tài)學與教育理念的交融,催生了教育生態(tài)學,這為大學語文教育的困境突圍提供了一條可行之路。對大學語文教育生態(tài)的研究,無論是豐富大學語文的教育理論體系、實現(xiàn)教育目標,還是改善大學語文的教育現(xiàn)狀、提高課程實效,都具有重要的理論和實踐價值。大學語文教育危機在生態(tài)學視閾下就是失衡,且在不同的生態(tài)位上其失衡表現(xiàn)有所差異,對失衡表現(xiàn)和原因的探究為大學語文宏觀生態(tài)研究與微觀課程建構奠定基礎。本文將大學語文教育視為教育生態(tài)系統(tǒng),探討“兩個基本理念”——生態(tài)系統(tǒng)理念和動態(tài)平衡理念,“三個基本理論”——生態(tài)圈理論、全面和諧發(fā)展理論、可持續(xù)發(fā)展理論,“三個基本觀點”——整體觀、和諧觀和系統(tǒng)展觀,在大學語文教育中的表現(xiàn)和運用。教育生態(tài)系統(tǒng)的因子繁多,本文認為對大學語文教育影響較大的良性生態(tài)因子,主要是“兩個主體”和“三個環(huán)境”:教育者和受教育者,自然社會環(huán)境、學校家庭環(huán)境、個體內在環(huán)境;“兩個關系”和“三種規(guī)律”:人與人的關系、人與環(huán)境的關系,自然規(guī)律、社會規(guī)律、教育規(guī)律。教育生態(tài)可以分宏觀和微觀兩種,宏觀的最大范圍就是整個人類世界的生態(tài)圈,其次是以教育為中心的各種環(huán)境系統(tǒng),微觀則是指具體的課程建設和課堂構建。在這個思路指導下,本文也從宏觀和微觀兩個角度去進行研究。第一部分是緒論。闡述了研究的緣起,對教育生態(tài)學和大學語文教育兩方面的著作和學位論文、期刊等文獻進行了梳理和評述。將大學語文生態(tài)教育、大學語文教育生態(tài)、大學語文教育生態(tài)研究和大學語文生態(tài)課堂幾個容易混淆的問題作了簡單區(qū)別,將研究聚焦在大學語文教育生態(tài)的失衡與優(yōu)化上。第二部分是大學語文教育的宏觀生態(tài)研究,包括第二章大學語文教育的生態(tài)失衡,第三章大學語文教育的生態(tài)學探究。從不同生態(tài)位的角度分析了大學語文在高等教育和語文教育大系統(tǒng)中的失衡現(xiàn)象,分析原因。運用教育生態(tài)學中的生態(tài)因子理論,分析大學語文教育宏觀生態(tài)系統(tǒng)中的各個良性因子,明內涵、找特點。第三部分是大學語文教育的微觀生態(tài)研究,包括第四章大學語文教育的生態(tài)課程建構、第五章大學語文教育的生態(tài)化教學設計。從課程定位、課程設置、教育主體、教育關系幾個方面探討大學語文課程的良性生態(tài)因子。引入迪克與凱里系統(tǒng)化教學設計模型,對大學語文生態(tài)課程的教學設計進行建構和示例。研究大學語文宏觀教育生態(tài)的目標是通過分析學校、家庭、社會等環(huán)境因素對教育的影響,以及各種教育關系、教育規(guī)律的影響,對教育的科學有效配置提出理論依據和指導,以生成相對完善的生態(tài)系統(tǒng);研究大學語文微觀教育生態(tài)則實通過探討教育主體、教育資源、教育關系這些可控性較強的因子如何調整、改善和優(yōu)化,建構生態(tài)課程、完善教學設計,追求大學語文課程的和諧、平衡和可持續(xù)發(fā)展。
[Abstract]:Based on the ecological philosophy as the theoretical basis, to explore the performance and reasons of imbalance of College Chinese education in different niches, so as to analyze the benign ecological factors and ecological characteristics of College Chinese education development from the macroscopic ecological system deconstruction angle; ecology thinking as a research tool, to explore the factors of Chinese University curriculum ecological benign Dick and Kaili, introduced systematic instructional design model, put forward the systematic instructional design of ecological curriculum, on micro ecological University Language Education from the perspective of the construction of the university curriculum. Chinese education in the cultural heritage, and promote students' healthy development of humanistic quality, has an irreplaceable role. But with the corresponding is the College Chinese education is not valued, stagnant dilemma: courses at random, class is too short, the lower the status of curriculum; textbook in chaos Let repeat, lack of appeal to students; teachers uneven in quality, the status is not high, lack of incentives to work and study; teaching means a single, outdated methods, there is no scientific evaluation of teaching effect. The existence of these problems, we need to use the ecological view more development to the attention of College Chinese education. Integration of ecology and education idea the birth of educational ecology, which provides a feasible way for College Chinese education. Research on the Chinese education theory of ecological University, whether it is education, enrich the theoretical system of Chinese University, to achieve the educational goals, or improve the education status of College Chinese Curriculum, improve the effectiveness, has important theoretical and practical value. College Chinese education crisis in the perspective of ecology is unbalanced, and in different niches on the unbalanced performance of difference, the imbalance of performance and explore the reasons for College Lay the foundation for construction of Chinese macro research and micro ecological curriculum. In this paper, College Chinese education as the education system, to explore the "two basic concept" - ecosystem theory and dynamic balance theory, the "three basic theory: ecological circle theory, harmonious development theory, sustainable development theory, the" three basic views. "The whole concept, harmonious concept and system development, performance and application in College Chinese education. The education system of various factors, the benign ecological factors influence on College Chinese education, is mainly" two subjects "and" three ": the educators and the educated, natural school social environment, family environment, the internal environment;" two relations "and" three rules ": the relationship between people, the relationship between the people and the environment, natural law, social law, education and health education. State can be divided into two kinds of macro and micro, macro ecosystem is the maximum range of the human world, followed by a variety of environmental system in education as the center, micro refers to the specific curriculum construction and classroom construction. In this way under the guidance of this from the angle of the two macro and micro research to the first. Part one is the introduction. It explains the origin of the study, the ecology of education and College Chinese education from two aspects of the works and thesis, summarizes and reviews the journal literature. The ecological education of College Chinese language education, ecological University, College Chinese Education Ecological Research University Chinese ecological classroom several confusing problems made a simple difference the study focused on, imbalance and optimization of Chinese education ecological University. The second part is the study of the macro ecological University of Chinese education, including the education of Chinese University Students in chapter second State of imbalance, explore ecology of Chinese education in Colleges and universities. The third chapter from different ecological niche of College Chinese in higher education and the Chinese education system imbalance phenomenon, reason analysis. By using the theory of ecological factors of education ecology, the benign factor analysis of the Chinese education system in the macro view of University ecological culture. To find the characteristics. The third part is the research of micro ecology of College Chinese education, Chinese education ecological construction course includes fourth chapters of the University, ecological design education of Chinese University. The fifth chapter from the curriculum orientation, curriculum, education subject, education related aspects of benign ecological factors of College Chinese curriculum. The introduction of Dick and Kaili system the design of teaching model, teaching design of Chinese University Curriculum Construction and ecological example. Chinese ecological macro education goal is to study university Analysis of school, family, social and other environmental factors on education, and education, influence of education law, the effective allocation of science to education put forward the theoretical basis and guidance, the formation of ecological system relatively perfect; Chinese education research university is the micro ecology through the discussion of the subject of education, education resources, how to adjust the factor of education the relationship between the controllability, improvement and optimization, construction of ecological curriculum, improve the teaching of College Chinese curriculum design, the pursuit of harmony, balance and sustainable development.

【學位授予單位】：西南大學
【學位級別】：博士
【學位授予年份】：2016
【分類號】：H193

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