【摘要】：在八股取士的封建時(shí)代,多少人把讀書(shū)作為敲門(mén)磚,希求伏在古樹(shù)下的梅花鹿,類(lèi)同西方“知識(shí)就是力量”理性功用主義現(xiàn)代范式,如今知識(shí)經(jīng)濟(jì)時(shí)代信息總量翻倍增長(zhǎng)與獲取信息的快捷高效,對(duì)于知識(shí)的性質(zhì)、范圍、價(jià)值的討論與界定在不斷地與時(shí)俱進(jìn),而在中學(xué)語(yǔ)文課堂知識(shí)教學(xué)的存現(xiàn)中,唯知識(shí)化與去知識(shí)化的存現(xiàn)癥候迫切要求在課程領(lǐng)域建立一種以知識(shí)與人的意義關(guān)系為核心內(nèi)容的教學(xué)知識(shí)觀。課堂教學(xué)在文本的原生價(jià)值之外更強(qiáng)調(diào)教學(xué)價(jià)值,追求文學(xué)與教學(xué)、學(xué)理與學(xué)情的統(tǒng)一。本文旨在探究在后現(xiàn)代主義對(duì)課程論知識(shí)觀的影響下研究中學(xué)語(yǔ)文教學(xué)內(nèi)容,關(guān)注知識(shí)與人的素養(yǎng)提升的關(guān)系,使師生、生生在教學(xué)情境中實(shí)現(xiàn)與知識(shí)動(dòng)情、動(dòng)人地遇合,讓學(xué)生的發(fā)展成為知識(shí)教學(xué)的旨?xì)w,讓求知成為學(xué)生自覺(jué)貫穿終身的精神追求�？偠灾�,無(wú)論是基于理論的需要,還是出于實(shí)踐的呼喚;無(wú)論是從歷史的立場(chǎng)出發(fā),還是以現(xiàn)實(shí)的情境觀之,新型知識(shí)觀下語(yǔ)文教學(xué)內(nèi)容的重構(gòu)這一課題研究都有其必要性與重要意義。種種現(xiàn)實(shí)因素迫切呼吁課程領(lǐng)域突破傳統(tǒng)理性主義知識(shí)觀,在理性與人文交融的情境下建立一種以“知識(shí)與人遇合”為核心內(nèi)容的課程知識(shí)觀。本文主要從幾個(gè)方面展開(kāi)后現(xiàn)代知識(shí)觀視野下中學(xué)語(yǔ)文課堂教學(xué)內(nèi)容的構(gòu)設(shè):一,立足新舊語(yǔ)境,關(guān)照我國(guó)中學(xué)語(yǔ)文教學(xué)內(nèi)容構(gòu)設(shè)的存現(xiàn),傳統(tǒng)應(yīng)試化與去知識(shí)化實(shí)施傾向造成了教學(xué)目標(biāo)唯知識(shí)化、教學(xué)內(nèi)容模式化、教學(xué)實(shí)施機(jī)械化的存現(xiàn)癥候,基于分析西方后現(xiàn)代主義知識(shí)觀理論對(duì)于知識(shí)觀的界定與知識(shí)的文化性,認(rèn)識(shí)的建構(gòu)性,知識(shí)的不確定性,知識(shí)的動(dòng)態(tài)生成性,知識(shí)系統(tǒng)的非線性化等特性,探究知識(shí)與人遇合的實(shí)踐意義,以貫徹新課改精神。二,從學(xué)理層面關(guān)照中學(xué)語(yǔ)文課堂教學(xué)內(nèi)容的內(nèi)涵開(kāi)發(fā)與構(gòu)設(shè),文章主要從中學(xué)語(yǔ)文教學(xué)內(nèi)容與教學(xué)目標(biāo)的關(guān)系、與教材的關(guān)系、師生對(duì)于教學(xué)內(nèi)容的構(gòu)設(shè)幾方面展開(kāi)分析;三,從具體教學(xué)實(shí)踐層面的或然途徑展開(kāi)探究,引用不同的教學(xué)案例實(shí)錄對(duì)比綜合分析探究后現(xiàn)代知識(shí)觀下中學(xué)語(yǔ)文課堂教學(xué)內(nèi)容的重構(gòu)策略,擬就以下四方面提出可行性建議:文本細(xì)讀,求真創(chuàng)新,信度先行;以情入理,回歸體悟,注重知識(shí)的溫度;互文解讀,探究深度,適時(shí)適度;辯證視野,多元宇觀,多維度關(guān)照,引入批判性視角;四,展望未來(lái),構(gòu)建后現(xiàn)代知識(shí)觀下中學(xué)語(yǔ)文課堂教學(xué)內(nèi)容重構(gòu)的價(jià)值追求,主要從提升語(yǔ)文教師專(zhuān)業(yè)素養(yǎng)與人格魅力,以發(fā)展眼光關(guān)注學(xué)生知能情理發(fā)展、喚醒求知興趣,構(gòu)筑終身學(xué)習(xí)展開(kāi)論述,旨在基于后現(xiàn)代課程知識(shí)觀開(kāi)發(fā)中學(xué)語(yǔ)文教學(xué)知識(shí)內(nèi)涵,在理性精神與人文情懷交融的情境中建立一種以“知識(shí)與人遇合”為核心內(nèi)容的課程知識(shí)觀,達(dá)到師生生命個(gè)體與知識(shí)實(shí)現(xiàn)兩者的雙向動(dòng)態(tài)旅程,展現(xiàn)知識(shí)的內(nèi)在生命價(jià)值與人的終身發(fā)展的生命意義。
[Abstract]:In the feudal era of stereotyped scholars, how many people took reading as a stepping stone to seek the sika deer under the ancient trees, similar to the modern paradigm of rational utilitarianism in the West, "knowledge is power". Nowadays, in the era of knowledge economy, the amount of information doubled and the information obtained quickly and efficiently. The discussion and definition of the nature, scope and value of knowledge are constantly advancing with the times. The existential symptoms of only knowledge and deintelligentization urgently require the establishment of a teaching knowledge view in the field of curriculum which takes the relationship between knowledge and human meaning as the core content. In addition to the original value of the text, classroom teaching emphasizes the teaching value and pursues the unity of literature and teaching. The purpose of this paper is to explore the content of Chinese teaching in middle schools under the influence of postmodernism on the view of knowledge on curriculum theory, to pay attention to the relationship between knowledge and the improvement of people's literacy, so that teachers and students, students and students can realize the emotion of knowledge in the teaching situation, and meet with each other in a moving way. Let the development of students become the purport of knowledge teaching, let the pursuit of knowledge become the spiritual pursuit of students'consciousness throughout life. In short, whether it is based on the need of theory, or out of the call of practice; whether from a historical standpoint, or from a realistic situation, It is necessary and important to study the reconstruction of Chinese teaching content under the new knowledge view. All kinds of realistic factors urgently appeal to the curriculum field to break through the traditional rationalism knowledge view and establish a curriculum knowledge view with "knowledge and human encounter" as the core content under the situation of the blending of rationality and humanity. This article mainly from several aspects develops the secondary school Chinese classroom teaching content construction under the post-modern knowledge view: first, based on the new and the old context, takes care of our country middle school Chinese teaching content construction existence, The tendency of traditional examination-oriented and de-intelligentized implementation has resulted in the existential symptoms of the teaching goal being knowledge-based, the teaching content being stylized, and the mechanization of teaching being practiced. Based on the analysis of the definition and culture of knowledge, the construction of knowledge, the uncertainty of knowledge, the dynamic generation of knowledge, the nonlinearity of knowledge system, etc. Explore the practical significance of knowledge and human encounter, in order to implement the spirit of the new curriculum reform. Second, the connotation development and construction of middle school Chinese classroom teaching content should be taken care of from the aspect of academic theory. The article mainly analyzes the relationship between the teaching content and teaching goal, the relationship between the teaching content and the teaching material, and the construction of the teaching content between teachers and students. Third, from the specific teaching practice level of probabilistic approach to explore, citing different teaching cases comparative analysis of the post-modern knowledge view of secondary school Chinese classroom teaching content reconstruction strategy, Some feasible suggestions are put forward in the following four aspects: reading the text carefully, seeking for truth and innovation, giving priority to reliability; taking emotion into reason, returning to understanding, paying attention to the temperature of knowledge; intertext reading, exploring depth, timely and appropriate; dialectical view, pluralistic view, Fourth, looking forward to the future, constructing the value pursuit of the reconstruction of middle school Chinese classroom teaching content under the view of postmodern knowledge, mainly from improving the professional quality and personality charm of Chinese teachers. Focusing on the development of students' knowledge, ability and reason, arousing their interest in learning and constructing lifelong learning, the purpose of this paper is to develop the connotation of Chinese teaching knowledge in middle schools on the basis of postmodern curriculum knowledge. In the context of the blending of rational spirit and humanistic feelings, a curriculum knowledge view with "knowledge and human encounter" as the core content is established, so as to achieve the two-way dynamic journey between the life individual and the realization of knowledge of teachers and students. Showing the intrinsic life value of knowledge and the life significance of human lifetime development.
【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.3

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