本文選題：蘇教版　切入點(diǎn)：七-九年級(jí)　出處：《揚(yáng)州大學(xué)》2017年碩士論文

【摘要】：2012年初頒布的《義務(wù)教育語文課程標(biāo)準(zhǔn)(2011年版)》大大提高了對(duì)于“文化”的關(guān)注程度,加強(qiáng)了社會(huì)主義核心價(jià)值體系在語文課程中的滲透,格外關(guān)注傳統(tǒng)文化的繼承,教育要關(guān)注傳統(tǒng)文化。語文教育在這方面有它得天獨(dú)厚的條件,其中語文教科書中的文言文是傳承和弘揚(yáng)中華傳統(tǒng)文化的一個(gè)優(yōu)勢途徑,重視并利用好這一平臺(tái),有利于語文教學(xué)中傳統(tǒng)文化的滲透。本文在前人研究的基礎(chǔ)上,以蘇教版七-九年級(jí)文言文閱讀教學(xué)為憑借,采用文獻(xiàn)研究法、問卷調(diào)查法、訪談法、案例分析法等方法,結(jié)合現(xiàn)狀,就如何在文言文教學(xué)中滲透傳統(tǒng)文化,展開策略研究。本研究旨在將傳統(tǒng)文化融入文言文教學(xué)中,通過激發(fā)學(xué)生主動(dòng)探究的興趣,讓學(xué)生從文言文閱讀教學(xué)中獲取傳統(tǒng)文化的知識(shí)經(jīng)驗(yàn),傳承優(yōu)秀的傳統(tǒng)文化。全文分引言、正文和結(jié)語三個(gè)部分。其中正文部分分三章展開論述。引言:闡述課題的研究緣起,綜述課題研究的狀況,提出本文研究的設(shè)想。第—章:闡述傳統(tǒng)文化的概念、內(nèi)涵及特點(diǎn),從提升學(xué)生傳統(tǒng)文化認(rèn)知、塑造學(xué)生良好品德行為、繼承祖國優(yōu)秀傳統(tǒng)文化、增強(qiáng)民族凝聚力和自豪感方面,論述七-九年級(jí)文言文教學(xué)中滲透傳統(tǒng)文化的價(jià)值,并分析蘇教版七-九年級(jí)文言選文中包含的傳統(tǒng)文化,包括語言文字、文史典籍、風(fēng)俗禮儀、科技工藝及思想精神。第二章:介紹七-九年級(jí)文言文教學(xué)中傳統(tǒng)文化滲透現(xiàn)狀的調(diào)查情況,發(fā)現(xiàn)文言文教學(xué)存在學(xué)生主動(dòng)學(xué)習(xí)意識(shí)不強(qiáng)、教師教學(xué)過于迎合應(yīng)試、課堂教學(xué)方法陳舊僵化和文言文教學(xué)評(píng)價(jià)簡單片面的問題;探析其原因,主要包括傳統(tǒng)文化教育價(jià)值認(rèn)識(shí)不足、語文教學(xué)目標(biāo)理解不夠全面、應(yīng)試教育大環(huán)境的負(fù)面影響和教師傳統(tǒng)文化修養(yǎng)不足。第三章:從教學(xué)的觀念和目標(biāo)、滲透傳統(tǒng)文化路徑、教學(xué)評(píng)價(jià)體系以及教師傳統(tǒng)文化教育素養(yǎng)方面,闡述文言文教學(xué)滲透傳統(tǒng)文化的實(shí)施策略。教師須認(rèn)識(shí)傳統(tǒng)文化的教育價(jià)值,確定教學(xué)目標(biāo);通過培養(yǎng)學(xué)生的興趣等方法引導(dǎo)學(xué)生關(guān)注傳統(tǒng)文化;在文言文教學(xué)中,通過拓展背景、研究文本、探究方法、聯(lián)系生活、學(xué)科互通來滲透傳統(tǒng)文化;并通過構(gòu)建多樣化的文言文教學(xué)評(píng)價(jià)體系和提高教師的專業(yè)素養(yǎng),實(shí)現(xiàn)傳統(tǒng)文化的有效滲透。結(jié)語:闡述本文的不足和今后研究的措施、方向等。
[Abstract]:The Chinese Curriculum Standard for compulsory Education (2011 edition) promulgated in early 2012 has greatly increased the attention to "culture", strengthened the penetration of the socialist core value system in the Chinese curriculum, and paid special attention to the inheritance of traditional culture.Education should pay attention to traditional culture.Chinese education has its unique conditions in this respect, among which the classical Chinese text in Chinese textbooks is an advantageous way to inherit and carry forward Chinese traditional culture. Paying attention to and making good use of this platform is conducive to the penetration of traditional culture in Chinese teaching.On the basis of previous studies, this paper combines the current situation with the methods of literature research, questionnaire survey, interview, case analysis and so on, based on the teaching of classical Chinese reading in the seventh and ninth grade of Su Jiao edition, and by means of literature research, questionnaire investigation, interview, case analysis and so on.How to infiltrate traditional culture in classical Chinese teaching and carry out strategy research.The purpose of this study is to integrate traditional culture into classical Chinese teaching, by arousing students' interest in active inquiry, to get knowledge and experience of traditional culture from classical Chinese reading teaching, and to inherit excellent traditional culture.The full text is divided into three parts: introduction, text and conclusion.The text is divided into three chapters.Introduction: explain the origin of the subject, review the status of the research, and put forward the tentative ideas of this study.Chapter -: to elaborate the concept, connotation and characteristics of traditional culture, from the aspects of enhancing students' traditional cultural cognition, shaping students' good moral behavior, inheriting the excellent traditional culture of the motherland, enhancing national cohesion and pride,This paper discusses the value of infiltrating traditional culture in Classical Chinese teaching of grades 7-9, and analyzes the traditional culture contained in the selected texts of Classical Chinese for Grade Seven to Grade 9, including language and characters, classics and historical books, customs and etiquette, science and technology, and ideological spirit.The second chapter introduces the current situation of traditional culture penetration in the seventh and ninth grade classical Chinese teaching. It is found that the students' active learning consciousness is not strong in classical Chinese teaching, and the teachers' teaching too caters to the examination-oriented teaching.Classroom teaching methods are outdated and rigid and the evaluation of classical Chinese teaching is simple and one-sided, and the reasons include the insufficient understanding of the value of traditional culture and education, the lack of comprehensive understanding of the Chinese teaching objectives,The negative influence of examination-oriented education environment and the deficiency of teachers' traditional culture.The third chapter: from the teaching concept and the goal, permeates the traditional culture path, the teaching appraisal system as well as the teacher traditional culture education accomplishment aspect, elaborated classical Chinese teaching permeates the traditional culture implementation strategy.Teachers should recognize the educational value of traditional culture and determine the teaching goal; guide students to pay attention to traditional culture by cultivating students' interest; in classical Chinese teaching, by expanding the background, studying the text, exploring methods, connecting with life,The intercommunication of disciplines permeates traditional culture and realizes the effective infiltration of traditional culture by constructing a diversified evaluation system of classical Chinese teaching and improving teachers' professional accomplishment.Conclusion: expound the deficiency of this article and the measure and direction of future research.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.3

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