本文選題：范式　切入點(diǎn)：語文教學(xué)　出處：《陜西師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：長久以來人們對(duì)于語文教學(xué)的發(fā)展形態(tài)仁者見仁智者見智,都有不同的見解。有的研究從語文教學(xué)發(fā)展各個(gè)階段的成果入手,有的研究從語文教學(xué)流派入手,或者從各個(gè)歷史階段中選取帶有個(gè)人經(jīng)驗(yàn)特色的教育思想,這些研究都是必要的,也是語文教學(xué)研究領(lǐng)域所必不可少的。但是,這些研究往往都是從微觀或中觀層面對(duì)語文教學(xué)加以理論或?qū)嵺`上的研究,缺少宏觀上的把握。為了更深入地認(rèn)識(shí)語文教學(xué)的存在,發(fā)展對(duì)語文教學(xué)的認(rèn)識(shí),本文引進(jìn)庫恩的“范式”理論,以改革開放以來的語文教學(xué)實(shí)踐為基礎(chǔ),結(jié)合語文教學(xué)發(fā)展的歷史,對(duì)語文教學(xué)發(fā)展的脈絡(luò)進(jìn)行梳理、概括和總結(jié)。在倪文錦、李沖鋒等人研究的基礎(chǔ)上提出語文教學(xué)的三種范式：授受范式、對(duì)話范式、體驗(yàn)范式,全文共有四個(gè)部分。 第一部分是緒論,簡要介紹了語文教學(xué)典型范式研究的選題目的和研究意義,研究現(xiàn)狀和研究方法。 第二部分為論文的第一章,通過范式與模式和流派的辨析,從而對(duì)語文教學(xué)范式下定義,對(duì)語文教學(xué)范式的內(nèi)涵予以闡釋。語文教學(xué)實(shí)踐中一些主要的因素是促動(dòng)范式發(fā)生轉(zhuǎn)變的決定性因素,比如說教學(xué)傳遞觀、教學(xué)活動(dòng)中的主體地位的變化等等因素。根據(jù)這些因素的變化,我規(guī)定了語文教學(xué)范式歷史發(fā)展的三種典型范式：授受教學(xué)范式、對(duì)話教學(xué)范式和體驗(yàn)教學(xué)范式。 第三部分是論文的第二、三、四章,主要是對(duì)這三種范式進(jìn)行闡述。每一種教學(xué)范式都有一種共同的信念,就是在價(jià)值取向上不約而同的趨于一致。授受范式的實(shí)踐者們盡最大努力的把他們所獲得的已有知識(shí)傳授給受教者,因此授受范式是以知識(shí)為指向的教學(xué)目的觀,長期的實(shí)踐中形成了以教師的獨(dú)白和學(xué)生的習(xí)得性沉默特征的師生交往觀,因?yàn)闄z驗(yàn)知識(shí)的手段主要是以考試的形式,所以采取的教學(xué)方法是講授分析法。這種范式存在的時(shí)間長,教師占絕對(duì)性的主體地位,引導(dǎo)學(xué)生的發(fā)展方向。對(duì)話范式是在新的教育形勢(shì)下形成的一種適應(yīng)當(dāng)今教學(xué)發(fā)展的范式,對(duì)話范式的實(shí)踐者們則共同認(rèn)為語文教學(xué)必須是學(xué)生通過多維的對(duì)話來達(dá)到獲得知識(shí)的目的,因此對(duì)話教學(xué)范式的特點(diǎn)是每個(gè)人都有話語權(quán),人人參與教學(xué)活動(dòng),且有足夠的彈性思維空間達(dá)到和諧的關(guān)系,在實(shí)踐層面上包括文本多元的解讀,師生間平等民主的對(duì)話,學(xué)生與學(xué)生之間的溝通等。體驗(yàn)教學(xué)范式的共同價(jià)值取向就是教師們通過各種形式喚醒學(xué)生的生命意識(shí),自覺的主動(dòng)的進(jìn)行自由審美,使生命流光溢彩,體驗(yàn)范式是近來后改革時(shí)期人們對(duì)語文教學(xué)現(xiàn)狀的反思,提倡語文回歸生命生活本質(zhì)的教學(xué)方式。體驗(yàn)范式是以生命意義的建構(gòu)為旨?xì)w的,在營造情境和角色體驗(yàn)的游戲場(chǎng)里以生命為旨?xì)w的動(dòng)態(tài)開放的教學(xué)過程,打造對(duì)文本親自體驗(yàn)的有效課堂。 第四部分的結(jié)語是對(duì)全文進(jìn)行一個(gè)總結(jié)。這三種范式的轉(zhuǎn)換,使得教學(xué)呈現(xiàn)出進(jìn)步的趨勢(shì)。教學(xué)主體在三種教學(xué)范式中是有差異的,它的演變是從傳統(tǒng)的“教師絕對(duì)中心”到“人人中心”再到“學(xué)生中心”,學(xué)生的主體地位日益明顯,在教學(xué)范式的轉(zhuǎn)換過程中越來越突出他的重要性。
[Abstract]:A long time for people to see wisdom development patterns represent Chinese teaching, have different opinions. Some research starts from the various stages of the Chinese teaching development achievements, some research starting from the language teaching in schools, or selected with personal experience and characteristic of education thought from different historical stages, these studies are necessary, which is essential the research field of Chinese teaching. However, these studies are often from the micro level to study the theory and practice of Chinese teaching, the lack of macro control. In order to further understanding of Chinese teaching, the development of understanding of language teaching, this paper introduces Kuhn's theory of "paradigm", with the reform and opening up since the Chinese teaching practice as the basis, combined with the development history of Chinese teaching, the Chinese teaching development were reviewed, summarized and concluded. In the Ni Man, based on the study of Li Chongfeng et al proposed three paradigms of Chinese Teaching: teaching paradigm, dialogue paradigm, paradigm, this paper consists of four parts.
The first part is the introduction, which briefly introduces the purpose and significance of the research on the typical paradigm of Chinese language teaching, the present situation and the research methods.
The second part is the first chapter of the thesis, through the analysis of paradigm and mode and genre, and thus the definition of the paradigm of Chinese teaching, the connotation of Chinese teaching paradigm to explain the Chinese teaching practice. Some of the main factors is to urge the decisive factor paradigm shift, such as teaching concept, teaching activities in the subject the changes in the status of the factors. According to the change of these factors, I defined three kinds of typical paradigm paradigm of historical development of Chinese Language Teaching: the teaching paradigm of dialogue teaching pattern and experience teaching paradigm.
絎笁閮ㄥ垎鏄鏂囩殑絎簩,涓，

本文編號(hào)：1650960