本文選題：滁州地方文化 + 基礎(chǔ)教育��； 參考：《淮北師范大學》2017年碩士論文

【摘要】：語文校本教材是由學校組織語文教師在語文課程實施思路指導下,將本校乃至本地的特色課程資源語文化,以實現(xiàn)語文校本課程有效教學而編制的語文教學文本。尤其在地方文化方面,語文校本教材可以通過地方文化的學習彌補語文統(tǒng)編教材中地方文化知識的不足。所以把地方文化教育融入到語文校本教材中,既符合新課標要求,也可以增強學生的文化認同感和自豪感。滁州市文化種類豐富、形式多樣,如瑯琊詩詞文化、鳳陽花鼓文化、醉翁文化、滁菊文化、炳輝精神等。這些文化樣式蘊藏著豐富的語文課程資源,其文化內(nèi)涵有著重要的語文教育意義。但從滁州市基礎(chǔ)教育語文校本教材開發(fā)、使用現(xiàn)狀的調(diào)查來看,滁州市基礎(chǔ)教育語文校本教材開發(fā)率較低,僅有十一本問世且使用率不高。從已開發(fā)語文校本教材中滁州地方文化含量的調(diào)查來看,已開發(fā)語文校本教材中,滁州地方文化元素占有率不高。而且已開發(fā)的語文校本教材中還存在著許多問題,如對語文校本教材概念認識不足、缺少校本課程依托、臨時拼湊應(yīng)付檢查和缺少核心文化元素等。通過對問題的分析,得出三點原因:評價體系功利化、政策支持不足和文化傳承意識欠缺。滁州地方文化進入語文校本教材對弘揚滁州文化、培養(yǎng)學生的文化認同感、提高學生的語文素養(yǎng)和促進教師專業(yè)發(fā)展等方面都有著積極作用。所以在明確問題和原因的基礎(chǔ)上,筆者從文化、學校、教師和學生四個層面對滁州地方文化進入語文校本教材的價值進行了充分論述,最后提出滁州文化進入語文校本教材的策略。只有正確的認識滁州地方文化進入語文校本教材的現(xiàn)狀并找出其中存在的問題,才能更好的推進滁州地方文化語文校本教材的建設(shè),才能更好的實現(xiàn)文化、學校、教師和學生的和諧發(fā)展,才能真正的發(fā)揮滁州地方文化的語文教育功能。
[Abstract]:Chinese School-based textbook is a Chinese teaching text which is compiled by the Chinese teachers under the guidance of the implementation of the Chinese curriculum and the language culture of the school's and even the local characteristic curriculum resources in order to realize the effective teaching of the Chinese school-based curriculum. Especially in the aspect of local culture, Chinese school-based teaching materials can make up for the deficiency of local cultural knowledge through the study of local culture. Therefore, the integration of local cultural education into Chinese school-based textbooks not only meets the requirements of the new curriculum standard, but also enhances the students' cultural identity and pride. Chuzhou culture is rich in variety and forms, such as Langya poetry culture, Fengyang flower drum culture, drunk Weng culture, Chuju culture, Binghui spirit and so on. These cultural styles contain rich Chinese curriculum resources, and their cultural connotations have important significance of Chinese education. However, from the investigation of the development of Chinese school-based textbooks for basic education in Chuzhou, we can see that the development rate of Chinese school-based textbooks for basic education in Chuzhou is relatively low, only 11 copies are available and the utilization rate is not high. From the investigation of the local culture content of Chuzhou in the developed Chinese school-based textbooks, the local cultural elements in Chuzhou are not high in the developed Chinese school-based textbooks. Moreover, there are still many problems in the developed Chinese school-based textbooks, such as insufficient understanding of the concept of Chinese school-based textbooks, lack of school-based curriculum support, temporary patchwork to cope with inspection and lack of core cultural elements. Through the analysis of the problems, three reasons are obtained: the utilitarian evaluation system, the lack of policy support and the lack of cultural heritage consciousness. The introduction of Chuzhou local culture into Chinese school-based textbooks plays an active role in carrying forward Chuzhou culture, cultivating students' cultural identity, improving students' Chinese literacy and promoting teachers' professional development. Therefore, on the basis of clear problems and reasons, the author fully discusses the value of Chuzhou local culture entering Chinese school-based textbooks from four aspects: culture, school, teachers and students. Finally, the strategy of Chuzhou culture entering Chinese school-based textbooks is put forward. Only if we correctly understand the current situation of Chuzhou local culture entering Chinese school-based textbooks and find out the existing problems, can we better promote the construction of Chuzhou local culture school-based textbooks, and better realize the culture, school, and so on. The harmonious development of teachers and students is the only way to give full play to the function of Chinese education of Chuzhou local culture.
【學位授予單位】：淮北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.3

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本文編號：2104198