發(fā)布時間：2018-06-11 13:48

  本文選題：葉嘉瑩 + 興發(fā)感動　； 參考：《閩南師范大學(xué)》2017年碩士論文

【摘要】：“興發(fā)感動”說是葉嘉瑩先生在近70年的教學(xué)實踐中探索出來的一套詩學(xué)理論,用以指導(dǎo)古典詩詞的研究與教學(xué)。筆者通過調(diào)查發(fā)現(xiàn),在高中語文教學(xué)中,“興發(fā)感動”說有著廣泛的運用,其運用范疇不止在古典詩詞,在現(xiàn)代詩歌散文中也有著不同程度的運用。因此本文的研究,旨在從讀者接受角度,探索“興發(fā)感動”說理論教學(xué)實踐經(jīng)驗,分析“興發(fā)感動”說在高中語文教學(xué)中運用的情況,從而更好地提高“興發(fā)感動”說的教學(xué)實踐效果。本文主要分為四個部分:緒論部分,主要闡述選題來源、國內(nèi)研究現(xiàn)狀以及研究方法。第一章論述“興發(fā)感動”的形成和發(fā)展過程,以及蘊含在“興發(fā)感動”說中讀者接受特點。“興發(fā)感動”說的形成與發(fā)展經(jīng)歷了一個漫長的過程,既有對中國傳統(tǒng)詩學(xué)“興”的繼承,有自身獨特的審美層次和審美過程,又有對西方接受美學(xué)理論的汲取,由此形成了富有特色的理論內(nèi)涵。第二章主要以人教版高中語文教材為例,從新課標(biāo)、課文、練習(xí)、教師問卷調(diào)查、教學(xué)實錄等方面著手,調(diào)查分析“興發(fā)感動”說在高中語文教學(xué)中的運用情況,并從教師、學(xué)生、課堂三個方面入手闡述其運用的意義與價值。第三章總結(jié)歸納“興發(fā)感動”說在高中語文教學(xué)運用中的特點與存在的問題,提出運用策略,以提升“興發(fā)感動”說在高中語文教學(xué)中的運用范圍與效果。
[Abstract]:The theory of "Xingfa touching" is a set of poetics theory explored by Mr. Ye Jiaying in his teaching practice for nearly 70 years, which is used to guide the research and teaching of classical poetry. Through the investigation, the author finds that in the teaching of Chinese in senior high school, the theory of "Xingfa touching" is widely used, not only in classical poetry, but also in modern poetry and prose. Therefore, the purpose of this study is to explore the practical experience in theoretical teaching of the theory of "Xingfa moving" from the perspective of readers' acceptance, and to analyze the application of "Xingfa touched" theory in Chinese teaching in senior high school. In order to better improve the "Xingfa touched" theory of teaching practice. This paper is mainly divided into four parts: introduction, mainly describes the source of topics, domestic research status and research methods. The first chapter discusses the formation and development process of Xingfa touched and the characteristics of readers' acceptance. The formation and development of the theory of "Xingfa touching" has gone through a long process. It not only inherits the traditional Chinese poetics, has its own unique aesthetic level and aesthetic process, but also draws from the western reception aesthetics theory. From this formed the rich characteristic theory connotation. The second chapter mainly takes the high school Chinese teaching material as an example, from the new curriculum standard, the text, the practice, the teacher questionnaire survey, the teaching record and so on, investigates and analyzes the application of the "Xingfa moving" theory in the senior high school Chinese teaching, and from the teacher, Students, three aspects of the classroom start with the use of its significance and value. The third chapter summarizes the characteristics and existing problems of "Xingfa touching" theory in senior high school Chinese teaching, and puts forward some strategies to promote the application scope and effect of "Xingfa touching" theory in senior high school Chinese teaching.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.3

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本文編號：2005489