本文選題：黃厚江　切入點(diǎn)：本色語(yǔ)文　出處：《山東師范大學(xué)》2017年碩士論文

【摘要】：沒(méi)有優(yōu)越的家庭背景,也沒(méi)有濃厚的氛圍熏陶。黃厚江依靠腳踏實(shí)地的努力,日積月累的經(jīng)驗(yàn)累積成長(zhǎng)為全國(guó)知名的語(yǔ)文特級(jí)教師。2005年,他發(fā)表《新課改:我們需要什么樣的語(yǔ)文課》一文明確提出了本色語(yǔ)文思想,舉起了“本色語(yǔ)文”的旗幟。隨著本色語(yǔ)文在教學(xué)實(shí)踐中的深化,他強(qiáng)調(diào)本色語(yǔ)文就是必須把語(yǔ)文當(dāng)語(yǔ)文來(lái)教,教語(yǔ)文只能用語(yǔ)文的方法�；貧w語(yǔ)文的本質(zhì)就是黃厚江“本色語(yǔ)文”展現(xiàn)的魅力和精彩。同時(shí)通過(guò)自己對(duì)語(yǔ)文教學(xué)理念的理解,他又建構(gòu)了本色語(yǔ)文的教學(xué)體系。這些對(duì)實(shí)踐的總結(jié)和分析,正是迎合了課改的時(shí)代號(hào)角和語(yǔ)文教學(xué)前進(jìn)的步伐。現(xiàn)如今,黃厚江“本色語(yǔ)文”教學(xué)思想得到了越來(lái)越多語(yǔ)文同行的認(rèn)可。“本色語(yǔ)文”研究家常課教學(xué),面向廣大普通教師和學(xué)生,發(fā)現(xiàn)在尋常的教學(xué)狀態(tài)里出現(xiàn)的語(yǔ)文教學(xué)問(wèn)題。“本色語(yǔ)文”教學(xué)的科學(xué)性就在于它把語(yǔ)文教育及其內(nèi)部諸事物之間關(guān)系進(jìn)行了正確、清楚地陳述,就在于它對(duì)語(yǔ)文教學(xué)操作機(jī)制的構(gòu)建和過(guò)程步驟的優(yōu)化設(shè)計(jì)。黃厚江“本色語(yǔ)文”的有效性最明顯體現(xiàn)為理念落到現(xiàn)實(shí)。它能復(fù)制,適用一般群體;可操作,普惠廣大師生。本論文將通過(guò)對(duì)黃厚江“本色語(yǔ)文”教學(xué)的發(fā)展歷程的梳理,分析黃厚江“本色語(yǔ)文”教學(xué)的理論來(lái)源,從而重點(diǎn)對(duì)黃厚江“本色語(yǔ)文”的教學(xué)主張進(jìn)行闡釋。在緒論中,筆者從研究緣起、研究意義、研究綜述和研究方法四個(gè)方面對(duì)本論文進(jìn)行整體闡釋�！氨旧Z(yǔ)文”教學(xué)思想經(jīng)過(guò)黃厚江30年語(yǔ)文教學(xué)實(shí)踐的積淀,凝聚著他20多年語(yǔ)文教學(xué)研究成果的精華。因此,論文的第一部分筆者介紹了黃厚江老師的專業(yè)成長(zhǎng)歷程及其“本色語(yǔ)文”教學(xué)的形成發(fā)展。為了更清晰地理解黃厚江“本色語(yǔ)文”的教學(xué)理念本質(zhì),筆者在論文第二章從本色語(yǔ)文的哲學(xué)基礎(chǔ)、本色語(yǔ)文的理論支撐和本色語(yǔ)文的思想源發(fā)三個(gè)維度梳理了黃厚江“本色語(yǔ)文”教學(xué)的理論來(lái)源。清晰闡釋黃厚江“本色語(yǔ)文”教學(xué)的理論來(lái)源,不僅為語(yǔ)文教學(xué)的改革提供了真實(shí)、可靠的借鑒和支撐,也對(duì)豐富語(yǔ)文教學(xué)思想意義重大。論文的第三章是對(duì)黃厚江“本色語(yǔ)文”的教學(xué)主張闡釋,也是本論文的重點(diǎn)章節(jié)。首先從語(yǔ)文本原、語(yǔ)文本真和語(yǔ)文本位三個(gè)方面闡釋了“本色語(yǔ)文”的基本內(nèi)涵。接著結(jié)合黃厚江成功的教學(xué)案例分析了“本色語(yǔ)文”課堂的基本特征。最后,立足教學(xué)實(shí)踐闡釋了黃厚江“本色語(yǔ)文”教學(xué)體系的建構(gòu)。本部分論文在對(duì)理論闡釋的同時(shí)多結(jié)合黃厚江“本色語(yǔ)文”教學(xué)的成功案例,為廣大一線語(yǔ)文教師借鑒黃厚江“本色語(yǔ)文”的教學(xué)經(jīng)驗(yàn)提供了有益探索。論文的最后是啟示和評(píng)價(jià)。從研究中得到“本色語(yǔ)文”源于“本色”品質(zhì)和語(yǔ)文研究路徑要指向?qū)W科本質(zhì)的兩點(diǎn)啟示。在對(duì)用課堂表達(dá)教學(xué)思想這一特色肯定的基礎(chǔ)上,又有理性思考。雖然黃厚江“本色語(yǔ)文”教學(xué)還存有亟待補(bǔ)充的不足,但隨著更新的教學(xué)實(shí)踐它一定會(huì)更豐富詳實(shí),并將更好地促進(jìn)語(yǔ)文教學(xué)的前進(jìn)。
[Abstract]:No good family background, there is no strong atmosphere. Huang Houjiang rely on down-to-earth efforts, accumulated experience of the days and months multiplying grow into a national well-known Chinese teacher.2005, he published "new curriculum: we need what kind of Chinese class" clearly put forward the Chinese thought, raised the "Chinese" with the Chinese flag. In the teaching practice deepens, he stressed that Chinese is the need to put Chinese when Chinese to teach, teach Chinese can only use Chinese way. The essence of Huang Houjiang's return to Chinese "Chinese" show the charm and wonderful. At the same time, through their own understanding of the concept of teaching, he construction the Chinese teaching system. The practice of summary and analysis, is to meet the progress of curriculum reform era horn and the Chinese teaching pace. Now, Huang Houjiang "Chinese "Teaching thought has been more and more Chinese peer recognition." Chinese "home study teaching, for the majority of ordinary teachers and students in Chinese teaching, found problems in the ordinary teaching state." the science of Chinese teaching is that it takes the relationship between Chinese education and its internal things were right clearly, statements, is to optimize the design of Chinese teaching operation mechanism and process steps. The validity of Huang Houjiang "Chinese" is most evident for the idea into reality. It can copy, for a group; the operation, inclusive of the majority of teachers and students. The development course of Huang Houjiang "character Chinese teaching combing, analysis the theoretical origin of Huang Houjiang" Chinese "teaching, which focuses on the interpretation of Huang Houjiang" Chinese "teaching ideas in the end. Theory, the author from the research origin, research significance, four aspects of research and research methods of this paper. The overall interpretation of "Chinese" teaching idea of Chinese teaching practice Houjiang yellow after 30 years of accumulation, embodies the essence of his 20 years of Chinese teaching research. Because of this, the first part of the thesis the author introduces the formation and development of the professional growth of teacher Huang Houjiang and "Chinese teaching". In order to obtain a clear understanding of Huang Houjiang's "Chinese" teaching philosophy essence, the author in the second chapter from the Chinese philosophical foundation, theoretical source of Chinese theories and Chinese thought the source of combing the three dimensions of Huang Houjiang "Chinese teaching". The theory source of clear interpretation of Huang Houjiang's "Chinese" teaching, not only for the reform of Chinese teaching provides a reliable reference and real. Support, also to enrich the teaching thought of great significance. The third chapter is the teaching ideas to explain Huang Houjiang "Chinese", is the most important part of this dissertation. First, from the Chinese language and Chinese origin, the true standard three aspects of "Chinese" basic connotation. Then combined with the Yellow Houjiang success the analysis of teaching cases, the "basic features of Chinese classroom. Finally, based on the teaching practice to explain the construction of Huang Houjiang's" Chinese "teaching system. This part of the paper with successful cases of Huang Houjiang" Chinese "teaching in theory and provides a useful exploration for the majority of Chinese teachers from Huang Houjiang" character Chinese teaching experience. Finally, the implications and evaluation. "Chinese" from "nature" and the quality of Chinese research path from the study Pointing to the two enlightenment subject essence. Based on classroom teaching thought must use expression of this one characteristic, and rational thinking. Although Huang Houjiang "Chinese" teaching still have deficiencies to be added, but with the teaching practice update it will be more abundant, and will better promote Chinese teaching forward.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 程歡;;本色語(yǔ)文思想在課堂里的綻放——聽(tīng)黃厚江老師執(zhí)教《葡萄月令》[J];現(xiàn)代語(yǔ)文(教學(xué)研究版);2013年06期

2 鄭洪根;;語(yǔ)文教學(xué)的本色回歸[J];語(yǔ)文教學(xué)與研究;2013年16期

3 黃厚江;;把語(yǔ)文課上成語(yǔ)文課[J];語(yǔ)文建設(shè);2013年13期

4 蔣祖霞;;讓課堂成為語(yǔ)文學(xué)習(xí)的實(shí)踐平臺(tái)——解讀黃厚江本色語(yǔ)文的學(xué)生立場(chǎng)[J];語(yǔ)文教學(xué)通訊;2013年10期

5 陳俊江;;在關(guān)系的建構(gòu)中共生共長(zhǎng)——黃厚江老師課堂關(guān)系研究[J];語(yǔ)文教學(xué)通訊;2013年07期

6 黃厚江;;本色語(yǔ)文的理論依據(jù)和思想基礎(chǔ)[J];教育研究與評(píng)論(中學(xué)教育教學(xué));2012年10期

7 張盤英;;巧“抓手”,活課堂——聽(tīng)黃厚江老師《孔乙己》觀摩課有感[J];考試周刊;2012年43期

8 諸定國(guó);;文本與生本:本色語(yǔ)文的兩個(gè)著力點(diǎn)——聽(tīng)黃厚江老師《黔之驢》一課有感[J];教育研究與評(píng)論(中學(xué)教育教學(xué));2012年05期

9 成尚榮;;本色:黃厚江的“語(yǔ)文品質(zhì)”[J];教育研究與評(píng)論(中學(xué)教育教學(xué));2010年11期

10 洪劬頡;;朝向語(yǔ)文本身——黃厚江本色語(yǔ)文哲學(xué)基礎(chǔ)初探[J];教育研究與評(píng)論(中學(xué)教育教學(xué));2010年11期

相關(guān)博士學(xué)位論文 前1條

1 潘慶玉;語(yǔ)言哲學(xué)視閾中的語(yǔ)文教育[D];山東師范大學(xué);2007年

相關(guān)碩士學(xué)位論文 前5條

1 許芳芳;《老王》課例比較研究[D];山東師范大學(xué);2014年

2 吳蕊;“堅(jiān)守本色語(yǔ)文，追求和諧之境”[D];福建師范大學(xué);2012年

3 周茹;論當(dāng)代語(yǔ)文教學(xué)流派的形成和發(fā)展[D];蘇州大學(xué);2011年

4 劉磊;論語(yǔ)文教師的課堂智慧[D];湖南師范大學(xué);2011年

5 黃霞;特級(jí)教師黃厚江語(yǔ)文教學(xué)特色研究[D];蘇州大學(xué);2007年

，

本文編號(hào)：1686495