文化素質(zhì)教育視域下高職《大學(xué)語(yǔ)文》問(wèn)題與對(duì)策
發(fā)布時(shí)間：2018-07-15 14:45
【摘要】：高職高專院校中的《大學(xué)語(yǔ)文》作為文化素質(zhì)教育的核心公共基礎(chǔ)課,直接影響著文化素質(zhì)教育在文化修養(yǎng)、審美情趣、道德品質(zhì)、創(chuàng)新精神等方面的培養(yǎng)。然而,目前我國(guó)高職語(yǔ)文課程在文化素質(zhì)教育上的成效不佳,與之相關(guān)的理論研究也是屈指可數(shù)。對(duì)此,首先采用文獻(xiàn)法,在第二章對(duì)高職文化素質(zhì)教育和高職大學(xué)語(yǔ)文等的概念做出較為清晰的梳理和深入的辨析,為研究的順利進(jìn)行打下理論依據(jù)。之后,在第三章以成都市某所廣播電視大學(xué)作為研究對(duì)象,通過(guò)問(wèn)卷調(diào)查法和個(gè)案分析法相結(jié)合進(jìn)行初步的現(xiàn)狀分析。其次,在第四章具體闡述目前高職語(yǔ)文實(shí)施文化素質(zhì)教育的問(wèn)題分別是:⑴高職語(yǔ)文在文化素質(zhì)教育中定位模糊化、地位邊緣化;⑵目標(biāo)取向上重知識(shí)而輕能力、重工具性而輕人文性,缺乏文化素質(zhì)教育中的審美、道德、創(chuàng)新層面;⑶課程設(shè)置上從必修淪為選修,開課比例低、課時(shí)學(xué)分偏少,課程教材書籍五花八門、內(nèi)容厚古薄今、編寫脫離高職特點(diǎn);⑷教學(xué)活動(dòng)上教學(xué)模式傳統(tǒng)仍以教師為絕對(duì)控制中心,教學(xué)方法單一仍以講授式為主,教學(xué)媒體使用完全依附于播放文字提綱;⑸考評(píng)體系上考評(píng)內(nèi)容知識(shí)偏多而缺乏非智力因素,考評(píng)形式多采用一次性測(cè)試而缺乏準(zhǔn)確性,考評(píng)制度上的傳統(tǒng)教師考核缺乏科學(xué)性。最后,根據(jù)以上種種問(wèn)題進(jìn)一步在第五章提出如何改進(jìn)高職語(yǔ)文從而提升文化素質(zhì)教育的相關(guān)策略,同樣涵蓋以下五個(gè)方面:⑴在教育觀念上堅(jiān)持以人文素質(zhì)為主,將高職語(yǔ)文作為文化素質(zhì)教育的基礎(chǔ)人文課程與主要教學(xué)手段;⑵在目標(biāo)取向上注重知識(shí)與能力、工具性與人文性的統(tǒng)一,兼顧審美、道德、創(chuàng)新的融合;⑶在課程設(shè)置上遵循“民族性與人文性并重”、“傳統(tǒng)性與現(xiàn)代性并舉”“基礎(chǔ)性與應(yīng)用性并存”的三大原則,實(shí)現(xiàn)語(yǔ)文課程模塊化與專業(yè)化;⑷在教學(xué)活動(dòng)上采用多管齊下的教學(xué)模式,例如以點(diǎn)帶面的專題講座式教學(xué)、寓情于景的多媒體情景化教學(xué)、第一課堂與第二課堂相結(jié)合的開放式教學(xué);⑸在考核體系上注重考評(píng)內(nèi)容綜合化、考評(píng)形式多樣化、考評(píng)主體多元化的有機(jī)統(tǒng)一。本文在理論研究上進(jìn)一步豐富和完善了高職語(yǔ)文實(shí)施文化素質(zhì)教育理論體系。在實(shí)踐應(yīng)用上自行設(shè)計(jì)了高職語(yǔ)文在文化素質(zhì)教育方面的調(diào)查問(wèn)卷,此問(wèn)卷同樣可用于檢測(cè)其他職業(yè)院校語(yǔ)文實(shí)施文化素質(zhì)教育的實(shí)際效果。同時(shí),在目前主要問(wèn)題的基礎(chǔ)上提出了較為全面的改進(jìn)策略,也為推動(dòng)其他高職院校在加強(qiáng)語(yǔ)文課程在文化素質(zhì)教育發(fā)展上提供一定的思路啟示和參考性建議。
[Abstract]:College Chinese, as the core public basic course of cultural quality education, directly affects the cultivation of cultural quality education in the aspects of cultural accomplishment, aesthetic taste, moral quality and innovative spirit. However, at present, the Chinese curriculum in higher vocational education is not effective in cultural quality education, and the related theoretical research is few. In the second chapter, the concepts of cultural quality education in higher vocational education and Chinese in higher vocational colleges are clearly combed and deeply differentiated, which lays a theoretical basis for the smooth progress of the research. Then, in the third chapter, a radio and television university in Chengdu as the research object, through the questionnaire survey and case analysis method combined with a preliminary analysis of the current situation. Secondly, in the fourth chapter, the author states that the problems of implementing cultural quality education in higher vocational Chinese at present are the fuzziness of the orientation in cultural quality education of higher vocational Chinese, the emphasis on knowledge rather than ability in the goal orientation of status marginalization. Attaching importance to instrumentality rather than humanity, lacking the aesthetic, moral and creative aspects of quality education, the curriculum is reduced from compulsory to elective, the proportion of courses is low, the credit of class hours is on the low side, the teaching materials and books are varied, and the contents are thick, ancient and modern. The teaching mode tradition still regards the teacher as the absolute control center, the teaching method is still mainly the teaching method, and the teaching media is completely attached to the outline of the broadcast text. (5) in the evaluation system, the content of the evaluation is more knowledge than the non-intellectual factor, the form of the evaluation is mostly one-off test and lack of accuracy, and the traditional assessment system of the evaluation system is lack of scientific nature. Finally, according to the above problems, in the fifth chapter, the author puts forward some relevant strategies on how to improve the Chinese in higher vocational education so as to enhance the cultural quality education, which also covers the following five aspects: 1: 1 insists on the humanistic quality in the educational concept. Taking Chinese as the basic humanistic course and main teaching means of cultural quality education in higher vocational education, the author emphasizes the unity of knowledge and ability, the unity of instrumentality and humanism, and the combination of aesthetics, morality and innovation in the goal orientation. (3) following the three principles of "nationality and humanism", "tradition and modernity", "the coexistence of foundation and application", and realizing the modularization and specialization of Chinese curriculum; (4) adopting the multi-pronged teaching mode in teaching activities, such as the topic lecture teaching, the multi-media situational teaching, the opening teaching which combines the first classroom with the second classroom; 5. Pay attention to the integration of evaluation content, the diversification of evaluation forms and the organic unity of the main body in the examination system. This paper further enriches and perfects the theoretical system of cultural quality education in higher vocational Chinese. In the practical application, we designed the questionnaire of cultural quality education in higher vocational Chinese, which can also be used to detect the actual effect of cultural quality education in other vocational colleges. At the same time, on the basis of the main problems at present, this paper puts forward a more comprehensive improvement strategy, and also provides some enlightenment and reference suggestions for other higher vocational colleges in strengthening the development of cultural quality education of Chinese courses.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：H193
[Abstract]:College Chinese, as the core public basic course of cultural quality education, directly affects the cultivation of cultural quality education in the aspects of cultural accomplishment, aesthetic taste, moral quality and innovative spirit. However, at present, the Chinese curriculum in higher vocational education is not effective in cultural quality education, and the related theoretical research is few. In the second chapter, the concepts of cultural quality education in higher vocational education and Chinese in higher vocational colleges are clearly combed and deeply differentiated, which lays a theoretical basis for the smooth progress of the research. Then, in the third chapter, a radio and television university in Chengdu as the research object, through the questionnaire survey and case analysis method combined with a preliminary analysis of the current situation. Secondly, in the fourth chapter, the author states that the problems of implementing cultural quality education in higher vocational Chinese at present are the fuzziness of the orientation in cultural quality education of higher vocational Chinese, the emphasis on knowledge rather than ability in the goal orientation of status marginalization. Attaching importance to instrumentality rather than humanity, lacking the aesthetic, moral and creative aspects of quality education, the curriculum is reduced from compulsory to elective, the proportion of courses is low, the credit of class hours is on the low side, the teaching materials and books are varied, and the contents are thick, ancient and modern. The teaching mode tradition still regards the teacher as the absolute control center, the teaching method is still mainly the teaching method, and the teaching media is completely attached to the outline of the broadcast text. (5) in the evaluation system, the content of the evaluation is more knowledge than the non-intellectual factor, the form of the evaluation is mostly one-off test and lack of accuracy, and the traditional assessment system of the evaluation system is lack of scientific nature. Finally, according to the above problems, in the fifth chapter, the author puts forward some relevant strategies on how to improve the Chinese in higher vocational education so as to enhance the cultural quality education, which also covers the following five aspects: 1: 1 insists on the humanistic quality in the educational concept. Taking Chinese as the basic humanistic course and main teaching means of cultural quality education in higher vocational education, the author emphasizes the unity of knowledge and ability, the unity of instrumentality and humanism, and the combination of aesthetics, morality and innovation in the goal orientation. (3) following the three principles of "nationality and humanism", "tradition and modernity", "the coexistence of foundation and application", and realizing the modularization and specialization of Chinese curriculum; (4) adopting the multi-pronged teaching mode in teaching activities, such as the topic lecture teaching, the multi-media situational teaching, the opening teaching which combines the first classroom with the second classroom; 5. Pay attention to the integration of evaluation content, the diversification of evaluation forms and the organic unity of the main body in the examination system. This paper further enriches and perfects the theoretical system of cultural quality education in higher vocational Chinese. In the practical application, we designed the questionnaire of cultural quality education in higher vocational Chinese, which can also be used to detect the actual effect of cultural quality education in other vocational colleges. At the same time, on the basis of the main problems at present, this paper puts forward a more comprehensive improvement strategy, and also provides some enlightenment and reference suggestions for other higher vocational colleges in strengthening the development of cultural quality education of Chinese courses.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：H193
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