本文選題：朝鮮族高級(jí)中學(xué)　切入點(diǎn)：文學(xué)教育　出處：《延邊大學(xué)》2016年博士論文　論文類型：學(xué)位論文

【摘要】：中國(guó)朝鮮族教育作為中國(guó)教育這龐大體系中的一個(gè)分支——少數(shù)民族教育的有機(jī)組成部分,具有110多年輝煌的發(fā)展歷史。本文以中國(guó)朝鮮族基礎(chǔ)教育的最高階段——高中階段的朝鮮語(yǔ)文教育為研究對(duì)象,以最能體現(xiàn)民族教育特色的文學(xué)教育為切入點(diǎn),從歷時(shí)層面上回顧了朝鮮語(yǔ)文教育艱難曲折的發(fā)展歷程,從共時(shí)層面上闡述了二十一世紀(jì)朝鮮語(yǔ)文教育的發(fā)展現(xiàn)狀。在此基礎(chǔ)上,揭示了存在的問(wèn)題及局限性,并為今后的發(fā)展提出了建設(shè)性意見(jiàn)。朝鮮語(yǔ)文教育作為中國(guó)朝鮮族基礎(chǔ)教育的核心內(nèi)容,其地位和作用是不可低估的。中國(guó)朝鮮族是從朝鮮遷移到中國(guó)的越境民族。在特定的、多元文化的,尤其是在漢文化的環(huán)境中,朝鮮民族有效地繼承和發(fā)揚(yáng)了傳統(tǒng)文化,在改革開(kāi)放和新世紀(jì)全球化競(jìng)爭(zhēng)中展現(xiàn)出了不可替代的影響力。毋庸置疑,在這過(guò)程中朝鮮語(yǔ)言文字作為民族的靈魂起到了關(guān)鍵性作用。從這一點(diǎn)上說(shuō),朝鮮語(yǔ)文教育的意義是非常重大的,其中文學(xué)教育更是一個(gè)很重要的內(nèi)容。文學(xué)即人學(xué)，對(duì)人的教育離不開(kāi)文學(xué)教育。文學(xué)教育的原始功能是通過(guò)提高文學(xué)修養(yǎng)來(lái)完成對(duì)人的教育。本文以文學(xué)教育的原始功能為立足點(diǎn),以學(xué)校課堂教育為研究對(duì)象,從理論和實(shí)踐上分析和探討了朝鮮族高中文學(xué)教育的現(xiàn)狀及其在《朝鮮語(yǔ)文課程標(biāo)準(zhǔn)》和教材編寫(xiě)當(dāng)中的實(shí)施情況。本文采用比較教育的研究方法,在闡述朝鮮族高中文學(xué)教育現(xiàn)狀的同時(shí),對(duì)于同源同語(yǔ)言的韓國(guó)文學(xué)教育現(xiàn)狀和同國(guó)同教育政策下的中國(guó)漢族高中的文學(xué)教育現(xiàn)狀,也進(jìn)行了橫向?qū)Ρ�。進(jìn)入新的歷史時(shí)期,文學(xué)教育在朝鮮族高級(jí)中學(xué)得到了長(zhǎng)足的發(fā)展。但是,因文學(xué)教育不是獨(dú)立的學(xué)科領(lǐng)域,加上相關(guān)理論研究跟不上,其在文學(xué)觀、文學(xué)教育觀方面所呈現(xiàn)出的客觀局限性也十分明顯。因此,包括課程標(biāo)準(zhǔn)、教材研發(fā)、教學(xué)實(shí)踐、教育評(píng)價(jià)、教師培訓(xùn)在內(nèi)的一系列教育活動(dòng)當(dāng)中,文學(xué)教育只能充當(dāng)感悟和理解文本的單一角色,始終未能涉足脫離接受美學(xué)的思維中心、活動(dòng)中心、屬性中心的文學(xué)教育本質(zhì)領(lǐng)域。本文的學(xué)術(shù)研究意義在于：揭示了當(dāng)前朝鮮族高中語(yǔ)文教育的局限性,即缺乏對(duì)文學(xué)教育基礎(chǔ)理論的認(rèn)識(shí),沒(méi)能建立起較完善的課程體系,從而無(wú)法實(shí)現(xiàn)文學(xué)教育對(duì)人的教育的效率最大化。本文還為今后的朝鮮族高中教育改革提出了有價(jià)值的建議,并指明了方向。
[Abstract]:As a branch of China's education system, Korean education is an organic part of minority education. It has a glorious history of more than 110 years. This paper takes Korean Chinese education in the highest stage of basic education of Korean nationality in China-senior high school as the research object, and takes literature education, which can best reflect the characteristics of ethnic education, as the breakthrough point. This paper reviews the difficult and tortuous development course of Korean Chinese education from the diachronic level, expounds the present situation of the development of Korean Chinese education in 21th century from the synchronic level, and on this basis, reveals the existing problems and limitations. The status and function of Korean language education, as the core content of basic education of Chinese Korean nationality, can not be underestimated. Chinese Korean nationality is a cross-border nation from Korea to China. Multicultural, especially in the context of Han culture, the Korean nation has effectively inherited and carried forward the traditional culture, showing irreplaceable influence in the process of reform and opening up and the globalization competition in the new century. In this process, Korean language and characters, as the soul of the nation, played a key role. From this point of view, the significance of Korean language education is very important, among which literature education is a very important content. Literature is human science. The original function of literary education is to improve literary cultivation to complete the education of human beings. This paper takes the original function of literary education as the foothold, and takes the classroom education in school as the research object. This paper analyzes and discusses the present situation of Korean senior high school literature education in theory and practice and its implementation in Korean Curriculum Standard and textbook compilation. While expounding the present situation of Korean high school literature education, this paper also compares the Korean literature education status quo of the same language with the Han nationality high school literature education situation under the same education policy of the same country and Han nationality, and enters a new historical period. Literature education has made great progress in Korean senior middle schools. However, because literature education is not an independent subject field and the relevant theoretical research can not keep up with it, it is in the literary view. Therefore, among a series of educational activities, including curriculum standards, research and development of teaching materials, teaching practice, educational evaluation, teacher training, etc. Literature education can only act as a single role of perception and understanding of the text, and has never been involved in the center of thinking, activity, and separation from the aesthetics of reception. The academic significance of this paper is to reveal the limitations of Chinese education in Korean senior high school, that is, the lack of understanding of the basic theory of literary education, and the failure to establish a more complete curriculum system. Therefore, it is impossible to maximize the efficiency of literature education to human education. This paper also puts forward some valuable suggestions and points out the direction for the reform of Korean senior high school education in the future.
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.3
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本文編號(hào)：1603524