【摘要】：洪鎮(zhèn)濤是湖北省的語(yǔ)文特級(jí)教師,福建省的語(yǔ)文教研員,也是語(yǔ)感派語(yǔ)文教學(xué)的創(chuàng)始人和代表人物,是一個(gè)典型的學(xué)者型和研究型的一線語(yǔ)文老師。洪鎮(zhèn)濤從教有40余年,致力于“語(yǔ)感教學(xué)思想的研究”,成績(jī)斐然,有著豐富的語(yǔ)文課堂教學(xué)經(jīng)驗(yàn),并且對(duì)語(yǔ)文教學(xué)的前沿理論進(jìn)行了深入鉆研,逐漸形成自己獨(dú)特的教學(xué)風(fēng)格和鮮明的教學(xué)思想。分析和研究洪鎮(zhèn)濤語(yǔ)感教學(xué)思想和教學(xué)方法,不僅有利于加深對(duì)洪鎮(zhèn)濤語(yǔ)感教學(xué)思想的認(rèn)識(shí),更有利于一線語(yǔ)文教師汲取其優(yōu)秀的語(yǔ)文教學(xué)實(shí)踐經(jīng)驗(yàn),對(duì)當(dāng)前的語(yǔ)文教育也有重要的借鑒意義。本論文由緒論、正文、結(jié)論三部分組成。緒論,首先闡述本文選題的由來及選題的意義;其次,根據(jù)所收集整理的文獻(xiàn)資料,重點(diǎn)論述洪鎮(zhèn)濤語(yǔ)感教學(xué)思想的國(guó)內(nèi)研究現(xiàn)狀;最后,簡(jiǎn)要介紹洪鎮(zhèn)濤的生平及其理論來源,并結(jié)合洪鎮(zhèn)濤發(fā)表的相關(guān)論文、著作及教材等,確定本文的研究重點(diǎn)是洪鎮(zhèn)濤的語(yǔ)感教學(xué)思想和語(yǔ)感教學(xué)實(shí)踐。正文包括四章:第一章——洪鎮(zhèn)濤語(yǔ)感教學(xué)改革總述。主要針對(duì)洪鎮(zhèn)濤從教40余年以來的重要語(yǔ)文教學(xué)改革活動(dòng),改革活動(dòng)以時(shí)間為軸進(jìn)行劃分,可分兩次:上世紀(jì)80年代時(shí)期語(yǔ)文課堂教學(xué)改革和90年代的語(yǔ)文本體教學(xué)改革。在一線教師隊(duì)伍里的洪鎮(zhèn)濤,有著豐富的課堂實(shí)踐經(jīng)驗(yàn),在此基礎(chǔ)上,時(shí)時(shí)刻刻關(guān)注語(yǔ)文教學(xué)的整體環(huán)境,并針對(duì)不斷變化的大環(huán)境,在不同時(shí)期不同背景下有針對(duì)性的進(jìn)行了改革實(shí)踐活動(dòng),這些改革實(shí)踐活動(dòng)為其語(yǔ)感教學(xué)思想奠定了基礎(chǔ)。第二章——對(duì)洪鎮(zhèn)濤語(yǔ)感教學(xué)思想的主要內(nèi)容進(jìn)行詳細(xì)的整理和分析,得出其語(yǔ)感教學(xué)思想在當(dāng)前語(yǔ)文教育上具有引領(lǐng)性的觀點(diǎn)。從洪鎮(zhèn)濤強(qiáng)調(diào)的語(yǔ)感教學(xué)的相關(guān)理念及語(yǔ)感教學(xué)新體系構(gòu)建的角度,筆者對(duì)其語(yǔ)感思想進(jìn)行了細(xì)致的梳理,明確其語(yǔ)感教學(xué)的定義、本質(zhì)和本體,并從語(yǔ)感教學(xué)注重兩個(gè)方面,培養(yǎng)語(yǔ)感,把握四個(gè)結(jié)合,培養(yǎng)四項(xiàng)能力,構(gòu)建“三主一副”新教材等方面對(duì)其語(yǔ)感教學(xué)新體系進(jìn)行了整理和分析,論證其語(yǔ)感教學(xué)思想的引領(lǐng)性。第三章——洪鎮(zhèn)濤語(yǔ)感教學(xué)思想的教學(xué)實(shí)踐。通過洪鎮(zhèn)濤語(yǔ)感教學(xué)思想下的“變‘講堂’為‘課堂’”“一套課堂教學(xué)常模”、“七種課程類型”以及“四種讀書法”(1)這些教學(xué)方法的實(shí)際課堂應(yīng)用分析(1),以及洪鎮(zhèn)濤語(yǔ)感教學(xué)經(jīng)典案例課堂實(shí)錄的實(shí)踐性分析,明確了洪老師語(yǔ)感教學(xué)實(shí)踐方法具有很強(qiáng)的可操作性。并在每部分分析結(jié)束后,進(jìn)行了教學(xué)建議的總結(jié),期望能給予一線語(yǔ)文教師一些幫助,以提升當(dāng)前語(yǔ)文教學(xué)質(zhì)量。第四章——洪鎮(zhèn)濤與語(yǔ)感派的關(guān)系。筆者通過對(duì)語(yǔ)感派的特點(diǎn)研究,明確洪鎮(zhèn)濤語(yǔ)感教學(xué)的特色——語(yǔ)文本體教學(xué),進(jìn)而明確洪鎮(zhèn)濤對(duì)語(yǔ)感派建設(shè)的重要作用,以及語(yǔ)文流派建設(shè)對(duì)語(yǔ)文教學(xué)的意義。最后,結(jié)論部分對(duì)全文做出總結(jié),主要?dú)w納總結(jié)洪鎮(zhèn)濤的教學(xué)思想理論以及教學(xué)實(shí)踐,明確其思想方法中值得一線教師學(xué)習(xí)借鑒之處,希望對(duì)一線教師有些幫助。
[Abstract]:Hongzhentao is a Chinese super teacher in Hubei Province, a Chinese teaching researcher in Fujian Province, a founder and representative figure of the Language Sense School, and a typical scholar-type and research-type front-line Chinese teacher. Hongzhentao has been teaching for more than 40 years and devoted himself to the study of the thought of Language Sense Teaching. The analysis and study of Hongzhentao's thought and method of language sense teaching is not only helpful to deepen the understanding of Hongzhentao's thought of language sense teaching, but also helpful to the front-line Chinese teachers to absorb their outstanding ideas. This paper consists of three parts: introduction, text and conclusion. The introduction first expounds the origin of the topic and the significance of the topic. Secondly, according to the collected literature, it focuses on the research status of Hong Zhentao's language sense teaching thought in China. This paper briefly introduces Hong Zhentao's life and his theoretical origin, and combines his related papers, works and textbooks to determine that the focus of this study is Hong Zhentao's thought of language sense teaching and his practice of language sense teaching. The important reform activities of Chinese teaching can be divided into two parts: the reform of Chinese classroom teaching in the 1980s and the reform of Chinese ontology teaching in the 1990s. Hong Zhentao, a member of the front-line teachers, has rich experience in classroom practice. On this basis, he always pays attention to the whole of Chinese teaching. In view of the changing environment, the reform and practice activities have been carried out in different periods and different backgrounds. These reform and practice activities have laid the foundation for the teaching thought of language sense. From the point of view of Hongzhentao's emphasis on the teaching of sense of language and the construction of a new system of sense of language teaching, the author combs his thought of sense of language in detail, clarifies the definition, essence and noumenon of sense of language teaching, and cultivates sense of language and grasps the four combinations from the two aspects of sense of language teaching. In order to cultivate four abilities and construct a new textbook of "three subjects and one pair", this paper sorts out and analyzes the new teaching system of language sense and proves its leading role in teaching thought. The practical classroom application analysis of these teaching methods (1) and the practical analysis of Hongzhentao's classical cases of language sense teaching have made it clear that the practical teaching method of teacher Hongzhentao's language sense has strong maneuverability. The fourth chapter is the relationship between Hong Zhentao and the school of language sense. Through the study of the characteristics of the school of language sense, the author clarifies the characteristics of the teaching of Hongzhentao's language sense - language ontology teaching, and then clarifies Hongzhentao's emphasis on the construction of the school of language sense. Finally, the conclusion makes a summary of the full text, mainly summarizes Hongzhentao's teaching thought theory and teaching practice, and makes clear its ideological method is worth learning from front-line teachers, hoping to help front-line teachers.
【學(xué)位授予單位】：河北師范大學(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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本文編號(hào)：2218937