本文選題：生命體驗　切入點：語文　出處：《陜西師范大學》2016年碩士論文　論文類型：學位論文

【摘要】：中國古典詩歌是中國傳統(tǒng)文化的瑰寶,是幾千年來文化生命的延續(xù),其中蘊含著豐富的生命符號與生命底蘊,與學生的生命極為貼近。但我們在教學中常常把既定的認識、理解傳授給學生,學生被動地接受,知其然而不知其所以然,缺乏自身生命的參與。中國古典詩歌想象性、多義性與凝練性的特點又使詩歌變得含蓄模糊,一方面為學生的生命體驗留下了巨大的空間,一方面造成詩歌的難懂、難解,與學生產(chǎn)生距離。生命體驗的古典詩歌教學關(guān)照生命的完整性、尊重生命的獨特性,挖掘古詩豐富的文化內(nèi)涵與審美意蘊,站在生命的高度構(gòu)筑語文古典詩歌教學的詩意棲居,使學習古詩的過程成為生命體驗逐漸豐富、深刻的過程。本研究闡述了生命體驗豐富的文化內(nèi)涵與教育意蘊,將生命體驗的過程分解成逐步上升又相互交融的四個層次分別闡述,給古典詩歌的教學不乏有益的啟示。最后又結(jié)合古典詩歌教學的具體案例探討了生命體驗與古典詩歌教學的實踐策略,從而指導語文古典詩歌教學實踐,使學生與詩歌的內(nèi)在生命相溝通,促進學生生命的成長。全文分為以下幾部分：第一章主要是綜述研究現(xiàn)狀并列舉所運用的研究方法。第二章主要闡述“生命體驗”的內(nèi)涵,從“經(jīng)驗”、“體驗”與“生命體驗”等概念的聯(lián)系與區(qū)別出發(fā)進行概念的界定與闡釋,另外闡述了“生命體驗”作為語文學習和學生生命成長重要方式的教育意蘊。第三章主要論述“生命體驗”的理論基礎(chǔ)及其內(nèi)涵,理論基礎(chǔ)主要有生命哲學、建構(gòu)主義學習理論和接受美學理論。三個理論從不同側(cè)面說明了學生的體驗對于認識、學習以及理解的重要性。第四章主要闡述古典詩歌的特點及語文古典詩歌教學面臨的主要問題。中國古典詩歌主要有抒情性、想象性、凝練性及多義性等特點。中學語文古典詩歌教學面臨的主要問題可以從三方面進行歸納：學的問題、教的問題及應試的影響。第五章主要論述生命體驗的四個層次及其對中學語文古典詩歌教學的啟示。生命體驗的過程可分為初讀體驗、喚醒體驗、認同體驗和審美體驗四個逐步上升又相互交融的層次。對中學語文古典詩歌教學的啟示是教師要了解學生體驗的層次,引領(lǐng)學生不斷由低層次向高層次攀登。第六章主要闡述生命體驗基礎(chǔ)上中學語文古典詩歌教學的策略。主要提出了三個策略：在情境中喚醒體驗、在對話中深化體驗、在拓展中升華體驗,并對每個策略提出了具體可操作的方法。
[Abstract]:Chinese classical poetry is the treasure of Chinese traditional culture and the continuation of cultural life for thousands of years. It contains rich life symbols and life details, and is very close to the life of students. Understanding is taught to students, students passively accept it, they know it without knowing why, and they lack the participation of their own life. The characteristics of imagination, polysemy and conciseness of Chinese classical poetry make poetry implicit and vague. On the one hand, it leaves a huge space for students' life experience, on the other hand, it makes poetry difficult to understand, difficult to understand, and distance from the students. The classical poetry teaching of life experience takes care of the integrity of life and respects the uniqueness of life. Excavating the rich cultural connotation and aesthetic meaning of ancient poetry, standing at the height of life, constructing the poetic residence of Chinese classical poetry teaching, making the process of learning ancient poetry become life experience gradually rich, Deep process. This study expounds the rich cultural connotation and educational connotation of life experience, decomposing the process of life experience into four levels, which are gradually rising and blending with each other. Finally, the author discusses the life experience and the practical strategy of classical poetry teaching in order to guide the teaching practice of Chinese classical poetry. The thesis is divided into the following parts: the first chapter summarizes the current situation of the research and enumerates the research methods used. The second chapter mainly expounds the connotation of "life experience". This paper defines and interprets the concept from the connection and difference of the concepts of "experience", "experience" and "life experience". In addition, it expounds the educational implication of "life experience" as an important way of Chinese learning and students' life growth. The third chapter mainly discusses the theoretical basis and connotation of "life experience", the theoretical basis of which is mainly life philosophy. Constructivism learning theory and receptive aesthetics theory. The importance of learning and understanding. Chapter 4th mainly describes the characteristics of classical poetry and the main problems in the teaching of Chinese classical poetry. Chinese classical poetry is mainly lyrical, imaginative, The main problems in the teaching of Chinese classical poetry in middle school can be summarized from three aspects: the problems of learning, Chapter 5th mainly discusses the four levels of life experience and its enlightenment to the teaching of Chinese classical poetry in middle school. The process of life experience can be divided into first reading experience and arousal experience. The enlightenment to the teaching of Chinese classical poetry in middle school is that teachers should understand the level of students' experience. Chapter 6th mainly expounds the strategy of teaching Chinese classical poetry in middle school on the basis of life experience. Three strategies are put forward: arousing the experience in the situation, deepening the experience in the dialogue. Sublimate the experience in the development, and put forward the concrete and operable method for each strategy.
【學位授予單位】：陜西師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.3

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