【摘要】：中國民俗文化是我國傳統(tǒng)文化的重要組成部分,也是中華文化寶貴的精神財富。在語文教學(xué)中滲透中國民俗文化不僅可以提高學(xué)生的語文素養(yǎng)、擴大學(xué)生的知識視野,還能彌補語文教學(xué)中過于注重工具性而忽視人文性的不足,真正做到《課程標(biāo)準(zhǔn)》所要求的“工具性與人文性的統(tǒng)一”�！吨袊袼孜幕肥侨私贪娓咧姓Z文選修教材中的一冊,其第六單元以“信仰與禁忌”為主題,所選文本著重體現(xiàn)了巫、鬼、神三大民間信仰,旨在提高學(xué)生對民俗文化的認(rèn)識水平,鍛造學(xué)生的辨別能力和獲取、篩選信息的能力。本論文運用新課程改革的最新理念,結(jié)合《普通高中語文課程標(biāo)準(zhǔn)(實驗)》的標(biāo)準(zhǔn),以“提高學(xué)生對民間信仰、禁忌文化的認(rèn)識水平以及運用語文的能力”的單元要求為指導(dǎo)進行文本解讀與教學(xué)設(shè)計,形成初步課堂教學(xué)設(shè)計方案。正文包括文本解讀、單元整體教學(xué)設(shè)計與《媽祖》課例設(shè)計三部分。在文本解讀方面,針對《西門豹治鄴》、《越巫》、《媽祖》、《捉鬼》四篇文章,結(jié)合課后“梳理探究”、“相關(guān)鏈接”部分,從文章所體現(xiàn)的內(nèi)容旨趣進行解讀。筆者認(rèn)為,本單元教學(xué)文本的把握,應(yīng)著重突出以下三個方面:第一,鄴嫗沉河,越巫膽裂:巫祝禳禱滑稽可笑;第二,子虛烏有,庸人自擾:鬼靈迷信貽害無窮;第三,護國庇民,守望相助:媽祖信仰源遠流長。在單元整體教學(xué)設(shè)計方面,本文依照《普通高中語文課程標(biāo)準(zhǔn)(實驗)》的要求,在充分考慮學(xué)生的實際及課程實際的前提下,確定了“以《課程標(biāo)準(zhǔn)》為依據(jù),充分考慮選修課的教學(xué)要求”、“關(guān)注學(xué)生實際,重在興趣激發(fā)”、“學(xué)生討論為主,教師講授為輔”的設(shè)計思路,突出“拓展學(xué)生民間信仰方面的知識視野,提高學(xué)生有效使用工具、梳理資料的能力及辨析能力”的知識與能力目標(biāo)、“通過對文本內(nèi)容的解讀,體會作者所表達的思想感情,以小組合作形式進行梳理和探究,進一步加深學(xué)生對巫、鬼、神民間信仰的認(rèn)識”的過程與方法目標(biāo),以及“樹立正確的價值取向,傳承精華,摒棄糟粕,消除偏見,用積極的態(tài)度接受民俗文化的熏陶”的情感態(tài)度價值觀目標(biāo)。在教學(xué)原則與方法上,主張“注重閱讀體驗,提升文本閱讀與領(lǐng)悟能力”、“加強師生對話,培養(yǎng)學(xué)生分析辨別能力”、“加強探究性學(xué)習(xí),增強自主學(xué)習(xí)能力”。第三部分,筆者嘗試運用前文對文本的解讀以及單元教學(xué)設(shè)計中的教學(xué)思路與原則方法,對《媽祖》這篇文章進行課例設(shè)計。在具體教學(xué)過程中,擬分導(dǎo)入、初讀感知、研讀分析、討論探究、拓展延伸、活動探究等幾個步驟,使學(xué)生體會作者對媽祖的崇敬、熱愛之情,了解媽祖崇拜的歷史與現(xiàn)狀,消除學(xué)生對民間信仰的偏見,正確認(rèn)識媽祖信仰,并在此過程中鍛造學(xué)生的辨析能力,提高學(xué)生保護、傳承優(yōu)秀民間文化的意識。
[Abstract]:Chinese folk culture is an important part of Chinese traditional culture and a precious spiritual wealth of Chinese culture. The penetration of Chinese folk culture in Chinese teaching can not only improve students' Chinese literacy and broaden their knowledge horizon, but also make up for the deficiency of paying too much attention to instrumentality and neglecting humanism in Chinese teaching. To truly achieve the "unity of instrumentality and humanism" as required by the Curriculum Standard. "Chinese Folk Culture" is a volume in the Chinese elective textbook of Chinese Education Edition for senior high school. The sixth unit of the textbook is "belief and taboos" as the theme. The selected text focuses on three folk beliefs: witch, ghost and god. It aims at improving students' understanding of folk culture, forging students' ability to distinguish, acquire and sift information. This paper applies the latest idea of the new curriculum reform, combined with the standard of the Chinese Curriculum Standard (experiment) of the ordinary senior high school, in order to "improve the students' belief in the folk." The understanding level of taboo culture and the ability to use Chinese "the unit requirement for the guidance of text interpretation and teaching design, the formation of a preliminary classroom teaching design." The text includes three parts: text interpretation, unit integral teaching design and lesson design of < Ma Zu >. In the aspect of text interpretation, according to the four articles of "Ximenbao Zhiye", "Yue Wu", < Ma Zu >, "ghost catching", combined with "combing and exploring" and "related links" after class, the article is interpreted from the content purport embodied in the article. The author believes that the grasping of the teaching text of this unit should focus on the following three aspects: first, the Ye woman Shen he, the more witchcraft split: witchcraft wish a ludicrous prayer; second, there is nothing to worry about: ghosts superstition endless harm; third, Protect the nation and protect the people; the Ma Zu faith goes back to ancient times. In the whole teaching design of the unit, according to the requirements of the Chinese Curriculum Standard (experiment) of the General Senior Middle School, and taking full account of the students' reality and the curriculum reality, this paper determines the basis of "the Curriculum Standard". Fully considering the teaching requirements of elective courses, "paying close attention to the reality of students, focusing on stimulating their interests", "giving priority to students' discussions, giving priority to teachers' teaching", and highlighting "expanding the knowledge horizon of students' folk beliefs," The aim of knowledge and ability is to improve students' ability of using tools effectively, combing materials and discriminating ability. Through reading the content of the text, we can understand the thoughts and feelings expressed by the author, and comb and explore them in the form of group cooperation. To further deepen the students' understanding of witches, ghosts, gods and folk beliefs "the process and the goal of methods," and "to establish the correct value orientation, inherit the essence, discard the dross, eliminate prejudice," Positive attitude to accept the influence of folk culture, "emotional attitude and values objectives." In terms of teaching principles and methods, it is advocated that "pay attention to reading experience, improve the reading and comprehension ability of text", "strengthen the dialogue between teachers and students, train students' ability of analysis and discrimination", "strengthen inquiry learning and enhance the ability of autonomous learning". In the third part, the author tries to make use of the reading of the text and the teaching ideas and principles in the unit teaching design to design the lesson example of "Ma Zu >". In the specific teaching process, the students are divided into several steps, such as introduction, first reading perception, reading analysis, discussion and exploration, extension, activity inquiry, so that the students can understand the author's reverence and love for Ma Zu, and understand the history and present situation of Ma Zu worship. It is necessary to eliminate students' prejudice against folk beliefs, correctly understand Ma Zu beliefs, and forge students' discriminative ability in the process, so as to improve students' awareness of protecting and inheriting outstanding folk culture.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(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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