本文選題：先秦時期 + 文學教育�。� 參考：《陜西師范大學》2015年博士論文

【摘要】：先秦時期文學教育是中國古代文學教育的一部分,中國古代文學教育的基本理念早在先秦時期就已經(jīng)蓄積萌發(fā)并有所發(fā)展。先秦時期文學教育的內(nèi)容豐富龐雜、瑰麗多姿、炫彩奪目,使其成為中國古代文學教育史上的無價瑰寶,所以,以先秦時期文學教育為對象的研究,對于文學教育的現(xiàn)代發(fā)展而言,具有重要的啟示和借鑒意義。文學教育不是“文學”與“教育”的簡單疊加,但卻與文學有著千絲萬縷的聯(lián)系。甚至還可以說,文學開始的地方,也是文學教育開始的地方。所以,本研究把文學的初級形式,作為思考文學教育的始點來考察。論文首先從中國遠古時期的歌謠樂律與神話敘事開始,對作為文學教育始發(fā)地的先秦時期文學教育做探源性研究。論文整體分為引論、正文、結(jié)語三大部分。引論部分主要介紹了研究的緣起,并對涉及的重要概念進行界定。正文部分分為四章,第一章對先秦時期文學教育萌發(fā)期的大環(huán)境進行廣角的考察。一定的生產(chǎn)力與生產(chǎn)關(guān)系的交織、一定的自然環(huán)境與人文生態(tài)的互融,必然與一定的文化、文明相勾連：青銅器的始用,誕生了以青銅為載體的夏代文明,成為中華文化的第一盞燈；曼妙迷離的商代文明以獨特的風格反映著古老東方的歷史風貌,確認了中華文化是世界上少有的、未曾斷裂過的文明；西周文學教育的羽翼漸豐,終使春秋戰(zhàn)國的文學教育成為先秦時期最為輝煌的篇章。第二章對先秦時期文學教育的源頭進行歷時考察,確認了歌謠傳唱和神話傳講是文學教育萌發(fā)時比較普遍的現(xiàn)象。歌謠、神話的重大意義莫過于,它無需一套抽象的觀念或哲學原則,而是在生動的故事情節(jié)之內(nèi),在生活話語的氛圍中,引導出有意義的生活方式、有價值的精神理念。歷史揀選了歌謠與神話的文化傳承方式,歌謠與神話也成全了一種歷史的永恒。夏商西周時期已萌發(fā)了禮樂教化的文學教育觀念,為先秦時期文學教育的巔峰揮灑濃墨重彩的一筆。第三章以先秦儒家文學教育的經(jīng)典內(nèi)容為考察對象,從文學教育思想的本體論基礎(chǔ)、認識論原則與方法論技巧方面逐一展開,分析論證了以孔子、孟子、荀子為代表的先秦儒家文學教育的思想內(nèi)容、精神本質(zhì)、方法原則。高舉人性大旗的先秦儒家文學教育,在心性修繕、德性訓教、審美蘊蓄等方面,進行了曠世卓絕的探索,其矚目的成果與轟動的效應,鮮為后世所逾越。第四章展示了作為儒家對立面的以自然取向為特征的道家文學教育理論,也提及了墨、法、名家的思想對文學教育的影響。當文學教育陷入外在的、實用的、功利的等非本質(zhì)的境地中,作為一種新的視角,也是作為對歷史問題的回應,道家文學教育思想為我們提供了一種自然無為的恬靜態(tài)度、逍遙無羈的自由心性、物我齊一的審美情懷、婀娜翩躚的奇思逸想,在無為而自然、無言勝有言的循循善誘中,情真意切地提醒我們：文學教育乃是人本身的教育!結(jié)語部分是對正文部分的補足。在借鑒先秦時期文學教育的優(yōu)秀經(jīng)典之上,結(jié)語中對現(xiàn)代文學教育思想在理論領(lǐng)域與實踐課堂上所出現(xiàn)的問題,進行深刻的反思與研討,期望為當下的文學教育策略尋求一條與時俱進的路徑。追問問題形成的過程必將我們引向歷史,對文學教育發(fā)展過程的追本溯源也就來得合理而又自然。唯有付之深切的情感、深沉的反思、深刻的批判,現(xiàn)代文學教育體制中的問題與迷誤才能得以更直觀的顯現(xiàn)與澄清,時代所需的文學教育理念才能有被合理地揀選、鑒別與施用的可能性,經(jīng)過價值重估的古代文學教育理念才能有效地與生活現(xiàn)實對接。
[Abstract]:Literature education in the pre Qin period was a part of Chinese ancient literature education. The basic ideas of Chinese ancient literature education had been accumulated and developed early in the pre Qin period. The content of literature education in the pre Qin period was rich and complex, magnificent and colorful, so that it became the invaluable treasure in the history of Chinese ancient literature education. The study of literary education in the pre Qin period is of great enlightenment and reference for the modern development of literature education. Literature education is not a simple superposition of "Literature" and "education", but there are countless connections with literature. Even to the point of the beginning of literary education, it is also the place where literary education begins. Therefore, this study takes the primary form of literature as the beginning of the thinking of literary education. First, the thesis starts from the ballad music and mythological narration in ancient China, and studies the origin of literature education in the pre Qin period as the beginning of literary education. The thesis is divided into three main parts: introduction, text and conclusion. This paper introduces the origin of the study and defines the important concepts involved. The main body is divided into four chapters. The first chapter is a wide angle survey on the great environment of the germination period of literary education in the pre Qin period. The interweaving of certain productive forces and production relations, the blending of certain natural environment and human ecology must be connected with certain cultures and civilizations. The beginning of the bronze ware, born of the bronze as the carrier of the Xia Dynasty civilization, became the first lamp of Chinese culture; the subtle and blurred culture of Shang Dynasty reflected the historical features of the ancient Orient in its unique style, confirmed that Chinese culture was a rare and not broken Wen Ming in the world. The literary education of the Warring States period has become the most brilliant chapter in the pre Qin period. The second chapter examines the origin of the literary education in the pre Qin period, and confirms that the songs and myths are a common phenomenon during the germination of literary education. The great significance of the ballad and myth is that it does not need a set of abstract ideas or philosophical principles. In the vivid story plot, in the atmosphere of the life discourse, it guides the meaningful life style and the valuable spiritual idea. History chooses the cultural heritage of ballad and myth, the ballad and the myth also become a historical eternity. Xia Shang Dynasty has sprouted the literary education idea of the etiquette and music teaching in the Western Zhou Dynasty, for the pre Qin period. In the third chapter, the third chapters take the classical content of the Confucian literary education of the pre-Qin period as the object of investigation, from the ontological basis of the thought of literary education, the principles of epistemology and methodology, and the analysis and demonstration of the ideological content of the pre Qin Confucian literary education, represented by Confucius, Meng Zi and Xunzi. The spiritual essence and the method principle. The pre Qin Confucian literary education of the high banner of human nature has carried out an outstanding exploration in the aspects of spiritual renovation, moral education and aesthetic implication, and its remarkable achievements and sensational effects are not overtaken in later generations. The fourth chapter shows the Taoist literary teaching which is characterized by the natural orientation of the Confucianism. As a new angle of view and as a response to historical problems, Taoist literary education provides us with a natural and intranquil attitude, unfettered and unfettered, as a new angle of view and a response to historical problems. The freedom of mind, the aesthetic feeling of my unity, the graceful and graceful thinking, in the inaction and nature, the speechless persuasive, reminding us that the literature education is the education of the human itself! The conclusion part is the complement to the text part. A profound reflection and Discussion on the problems arising in the field of theory and practice in the field of literature and education is expected to seek a way to keep pace with the times for the current literary education strategy. The process of questioning the formation of the problem will lead us to history, and the origin of the course of the development of literature education is reasonable and natural. Only by paying deep emotion, deep reflection and profound criticism, can the problems and misunderstandings in the modern literature education system be more intuitively revealed and clarified, and the literary educational ideas needed by the times can be reasonably selected, identified and applied, and the ancient literary education ideas of the value revaluation can be effectively used. The reality of life is butted.

【學位授予單位】：陜西師范大學
【學位級別】：博士
【學位授予年份】：2015
【分類號】：I206.2-4
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本文編號：1840975