本文選題：新加坡 + 小學(xué)華文��； 參考：《南京大學(xué)》2016年博士論文

【摘要】：新加坡小學(xué)華文教育自新加坡1965年獨(dú)立至今,經(jīng)歷了近50年的變遷。這期間.新加坡政府發(fā)布5份意義重大的報(bào)告書。至2007年.新加坡教育部合計(jì)頒布6套《小學(xué)華文課程標(biāo)準(zhǔn)》,發(fā)行11套小學(xué)華文教材。2010年,新加坡政府推出《樂學(xué)善用》報(bào)告,在2015年頒布最新《小學(xué)華文課程標(biāo)準(zhǔn)》,發(fā)行小學(xué)華文一年級教材上下冊《歡樂伙伴》。隨著新一輪教改的展開,新加坡教育部長王瑞杰闡釋了新加坡21世紀(jì)的教育宗旨是以學(xué)生為中心,以價值為導(dǎo)向的全人教育,即以價值觀和品德教育為核心,讓學(xué)生在德、智、體、美、群育方面得到全面發(fā)展。本論文針對新加坡建國50年來作為全人教育教學(xué)策略之一的教育戲劇,在11套小學(xué)華文教材中的發(fā)展?fàn)顩r展開研究。本論文共分5章,包括引論、結(jié)語和建議兩部分。第一章：引論。包括選題的目的和意義、學(xué)術(shù)史回顧包括關(guān)于新加坡小學(xué)華文教材的研究、關(guān)于教育戲劇與新加坡小學(xué)華文教材的研究、關(guān)于全人教育及新加坡小學(xué)華文教材的研究以及關(guān)于本文的研究等。其中在學(xué)術(shù)史回顧里,針對《新加坡小學(xué)華文教材與教育戲劇》論題的可行性進(jìn)行了探討。第二章：對教育戲劇在新加坡小學(xué)華文教材中的沿革進(jìn)行分析,分別在第一節(jié)至第六節(jié)針對播種期、培植期、萌芽期、成長期、嫁接期、反思期中的華文教材選文標(biāo)準(zhǔn)進(jìn)行回顧,比較不同時期的教育戲劇體裁分布、選文編排及主題內(nèi)容。第三章：針對小學(xué)華文教材中教育戲劇之德、智、美育的構(gòu)建進(jìn)行探究。第一節(jié)分析價值取向下的教育戲劇之德育構(gòu)建,主要包括價值取向下的7套小學(xué)華文課程標(biāo)準(zhǔn)的審視、11套小學(xué)華文教材的揭示、教育戲劇的開展；第二節(jié)分析戲劇主題和情節(jié)下的教育戲劇之智育構(gòu)建。包括72篇教育戲劇之戲劇主題的流變、戲劇情節(jié)的詮釋和智育構(gòu)建時的尷尬處境的分析；第三節(jié)分析審美視野下的教育戲劇之美育構(gòu)建,包括從7套小學(xué)華文課程閱讀標(biāo)準(zhǔn)看閱讀教學(xué)的發(fā)展方向、從語感看低年級審美感受力地培育、從戲劇情境和戲劇人物看中年級閱讀鑒賞力的打造、從戲劇文本的修訂看高年級閱讀創(chuàng)造力的提升。第四章：分析小學(xué)華文教材中教育戲劇之社交與情緒管理的學(xué)習(xí)。第一節(jié)從課程總目標(biāo)看社交與情緒管理的學(xué)習(xí),第二節(jié)從戲劇語言看社交與情緒管理的學(xué)習(xí)。第五章：結(jié)語和建議筆者發(fā)現(xiàn),教育戲劇在小學(xué)華文中的地位從獨(dú)立發(fā)行小學(xué)華文教材發(fā)展至今,發(fā)生了巨大的變化,這一變化并不是隨著教育導(dǎo)向的改變而改變,而是隨著社會語言環(huán)境的改變、隨著華文教育政策的改變而改變,它所做出的調(diào)整并不是走向繁盛,而是在2007年進(jìn)入了停滯狀態(tài)。雖然在2015年的小一新教材《快樂伙伴》提供的電子教學(xué)資源中包含了聽說劇場,但是至今還是無法確認(rèn)教育戲劇在小學(xué)華文教材中的應(yīng)有地位。本論文的結(jié)論提出,要想全人教育戲劇在新加坡順利健康地發(fā)展,必須把教育戲劇作為全人教育的教學(xué)策略之一,它不但要在課程標(biāo)準(zhǔn)中明確教育戲劇文本數(shù)量,在教材或校本教材中也必須合理、妥善安排教育戲劇篇目。此外全人教師的培養(yǎng)也非常關(guān)鍵。在全人教育宗旨的帶領(lǐng)下,只有全人教師才能培養(yǎng)出一代又一代的全人學(xué)生；只有具備健康的社交與情緒管理的教師,才能造就向上向善、具有新加坡全人特色的新加坡人。
[Abstract]:Singapore Primary School Chinese education has undergone nearly 50 years since Singapore's independence in 1965. During this period, the Singapore government issued 5 significant reports. By 2007, the Singapore Ministry of Education jointly issued 6 sets of < primary Chinese Curriculum Standards >, issued 11 sets of primary Chinese textbooks for.2010, and the Singapore government launched a "study on the good use of music", In 2015, the new curriculum standard of primary Chinese language was issued, and the first grade teaching material of Chinese language was issued, "happy partner". With the launch of a new round of reform, Singapore's minister of education, Wang Ruijie, explained that the education aim of Singapore in twenty-first Century is a student centered, value oriented education, that is, values and moral education. At the core, students have been fully developed in the fields of morality, intelligence, body, beauty, and group breeding. This thesis aims at the study of the development of education drama in the 11 sets of primary Chinese teaching materials, which is one of the teaching strategies of the whole human education for 50 years. This thesis is divided into 5 chapters, including introduction, conclusion and suggestion. Chapter 1: introduction. Including introduction. The purpose and significance of the problem is to review the study of the Chinese language teaching materials in Singapore primary school, the study of educational drama and the Chinese language teaching materials in Singapore primary school, the study of the whole human education and the Chinese language teaching materials in Singapore primary school and the research on this article. The second chapter: the analysis of the evolution of educational drama in the Chinese language teaching materials in Singapore primary school, the first to the sixth section, respectively, to review the standard of Chinese text selection in the sowing period, the cultivation period, the germination period, the growth period, the grafting period and the reflection period, and compare the educational operas in different periods. The third chapter: the first section analyses the construction of moral education in the education drama under the value orientation, mainly including the examination of the 7 sets of primary Chinese curriculum standards under the value orientation, the revelation of the 11 sets of Chinese Textbooks in primary schools, and the teaching materials. The development of the drama; the second section analyses the construction of the intellectual education of the drama theme and the plot of the drama, including the changes in the theme of the drama of 72 dramas, the interpretation of the dramatic plot and the awkward situation in the construction of intellectual education; the third section analyses the aesthetic education of the educational drama under the aesthetic view, including the 7 sets of primary Chinese courses. Reading standards look at the direction of the development of reading teaching, from the sense of language sense to the appreciation of the aesthetic sensibility of the grade, the creation of reading appreciation from the drama situation and the dramatic figures, and the improvement of the reading creativity of the senior grade from the revision of the drama text. The fourth chapter is to analyze the social and emotional management of the educational drama in the Chinese Textbooks of primary school. The first section looks at the learning of social and emotional management from the overall goal of the course. The second section looks at the learning of social and emotional management from the dramatic language. The fifth chapter: the conclusion and the suggestion that the author finds that the status of educational drama in primary Chinese language in primary school has undergone tremendous changes since the development of the Chinese language teaching materials of the independent issue of primary school. With the change of educational orientation, as the social language environment changed, as the Chinese language education policy changed, its adjustment was not flourishing, but was stagnated in 2007, although in 2015 the new textbook < happy partner > contains the listening and speaking theatre in the electronic teaching resources provided by the happy partner >. However, it is still impossible to confirm the position of educational drama in the Chinese language teaching materials in primary school. The conclusion of this paper is that in order to develop the whole human education drama smoothly and healthily in Singapore, it is necessary to take the education drama as one of the teaching strategies of the whole human education. The school-based textbooks must also be reasonable and properly arranged for the contents of the education drama. In addition, the training of all teachers is also crucial. Under the guidance of the purpose of the whole human education, only a whole teacher can cultivate a generation of all the students of the generation and generation; only the teachers with healthy social and emotional management can bring up the upward and the good, with Singapore. A distinctive Singaporean.
【學(xué)位授予單位】：南京大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號】：G623.2

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