【摘要】：在今年(2016年)的六月,北京將首次出現(xiàn)總分為180分的語文試卷,這一舉措在教育界乃至全國引起軒然大波。語文,被抬到了一個(gè)前所未有的高度,然而關(guān)于語文,關(guān)于語文教學(xué)的爭論從未停止過。特別是這次提高語文分值,改變古詩文等傳統(tǒng)文化所占分值的舉措,又將教育者們的目光吸引到了古代文學(xué)作品的教學(xué)上。古代文學(xué)作品中蘊(yùn)含許多傳統(tǒng)文化及古人的美好情操,都對(duì)高中生具有極其重要的教誨功能。文學(xué)倫理學(xué)批評(píng)也指出文學(xué)的首要功能就是教誨。出于對(duì)古代文學(xué)作品的喜愛,對(duì)文學(xué)倫理學(xué)批評(píng)方法的認(rèn)同,本文特選取人教版高中語文必修一至必修五中的古代文學(xué)作品,對(duì)其所顯現(xiàn)的人際關(guān)系內(nèi)容進(jìn)行梳理和分析,擬挖掘出高中語文教育與人際關(guān)系的聯(lián)系。所以,本文意在使用文學(xué)倫理學(xué)的批評(píng)方法解析高中語文人教版必修一至必修五的古代作品,并寫成教學(xué)設(shè)計(jì),實(shí)施課堂實(shí)踐,這不僅在實(shí)踐中檢驗(yàn)文學(xué)倫理學(xué)批評(píng)對(duì)當(dāng)代中學(xué)語文教學(xué)的意義,也拓寬了古代作品教學(xué)設(shè)計(jì)的維度,延伸了古代文學(xué)作品對(duì)提高高中生處理人際關(guān)系水平的深度。正如上文所說,本文共分為四章,在第一章第一節(jié)中,筆者首先將與高中生相關(guān)的人際關(guān)系進(jìn)行分類,確定為師生關(guān)系、同伴關(guān)系以及親子關(guān)系三類,并對(duì)它們一一進(jìn)行了內(nèi)涵詮釋。接著,筆者在第二節(jié)中,指出了當(dāng)前高中生人際關(guān)系的現(xiàn)狀,以真實(shí)事例,揭示出當(dāng)前高中生面臨人際關(guān)系危機(jī),他們處理人際關(guān)系能力不足的現(xiàn)狀影響著他們的學(xué)習(xí)和生活。最后在第三節(jié)中,筆者分析出了產(chǎn)生人際關(guān)系危機(jī)的原因,為下文尋求解決辦法提供依據(jù)。第二章分兩節(jié)論述高中語文古代文學(xué)作品具有教誨功能。首先在第一節(jié)里論述了文學(xué)的教誨功的內(nèi)涵,在此基礎(chǔ)上闡釋了高中語文古代文學(xué)作品教誨功能的內(nèi)涵。筆者認(rèn)為只有弄清了概念,才能更好的解決高中生的人際關(guān)系危機(jī)。接著第二節(jié)重點(diǎn)分析了高中語文古代文學(xué)作品具有入際關(guān)系教誨功能的依據(jù)。這里分兩部分內(nèi)容,先后分析了語文課具有此功能的依據(jù)和古代文學(xué)作品具有此功能的依據(jù)。第三章,則由理論向?qū)嵺`過渡,分兩節(jié)內(nèi)容對(duì)高中語文現(xiàn)行的人教版必修一至必修五的教材進(jìn)行范例分析。首先在第一節(jié)中,將教材中所有涉及人際關(guān)系的選文按照“五倫”的順序依次進(jìn)行梳理和分析,接著在第二節(jié)中,針對(duì)當(dāng)前高中生的實(shí)際生活,筆者分析與之息息相關(guān)的三大人際關(guān)系,即親子關(guān)系、師生關(guān)系、同伴關(guān)系是如何通過古代文學(xué)作品進(jìn)行教誨的,并分三部分實(shí)現(xiàn)“懂得感恩,學(xué)會(huì)孝敬父母”、尊師重道,師生教學(xué)相長”、“誠實(shí)有信,同伴互幫互助”的教誨目的。最后第四章,共有四節(jié)內(nèi)容,以實(shí)踐教學(xué)的方法驗(yàn)證前文的理論,并取得反思。首先,第一節(jié)對(duì)所授選文《陳情表》進(jìn)行了重新解讀；接著,第二節(jié)是《陳情表》第二課時(shí)第一層次的教學(xué)片斷展示；其次,第三節(jié)通過問卷調(diào)查的方式對(duì)接受本課教學(xué)的學(xué)生以及聽課教師進(jìn)行調(diào)查,問取本次授課的效果；最后,第四節(jié)歸納總結(jié)本課教學(xué)的得失,反思在高中語文課堂進(jìn)行人際關(guān)系教學(xué)的不足。通過四章節(jié)的論述,筆者基本確認(rèn)高中語文古代文學(xué)作品對(duì)高中生具有人際關(guān)系教誨功能,但應(yīng)在實(shí)際教學(xué)中更加注意方式方法等。
[Abstract]:In June of this year (2016), the first Chinese test paper with a total score of 180 marks will appear in Beijing. This move has caused a great disturbance in the educational circles and even in the whole country. Language has been raised to an unprecedented height. However, the controversy about language teaching has never stopped. Especially this time, the Chinese score will be raised and the ancient poetry and prose will be changed. The measure of the value of the unified culture attracts the educators'attention to the teaching of ancient literary works. The ancient literary works contain many traditional cultures and the fine sentiments of the ancients, which have extremely important teaching functions for high school students. Literary ethical criticism also points out that the primary function of literature is to teach. The love of literary works and the recognition of Literary Ethics Criticism method, this paper selects the ancient literary works of No. 1 to No. 5 compulsory high school Chinese in Ren'an Educational Press to sort out and analyze the content of interpersonal relationship, and tries to dig out the relationship between high school Chinese education and interpersonal relationship. The critical method is to analyze the ancient works from the first to the fifth compulsory courses of the Chinese People's Educational Press of senior high school and write them into instructional design and carry out classroom practice. This not only tests the significance of Literary Ethics Criticism to Chinese teaching in contemporary middle schools in practice, but also broadens the dimension of Instructional design of ancient works and extends the role of ancient literary works in improving senior high school students. As mentioned above, this paper is divided into four chapters. In the first chapter, the author first classifies the high school students'interpersonal relationship into three categories: teacher-student relationship, peer relationship and parent-child relationship, and explains their connotations one by one. The present situation of the interpersonal relationship of the former senior high school students is revealed by real examples. Their inadequate ability to deal with interpersonal relationship affects their study and life. Finally, in the third section, the author analyzes the causes of the interpersonal relationship crisis and provides a basis for the following solutions. The first section discusses the connotation of the teaching function of literature, and on this basis explains the connotation of the teaching function of the ancient literary works of high school Chinese. This section focuses on the analysis of the basis for the teaching function of interpersonal relationship in ancient Chinese literature in senior high schools. It is divided into two parts: the basis for this function in Chinese teaching and the basis for ancient literary works to have this function. First of all, in the first section, all the textbooks involved in interpersonal relationships are sorted out and analyzed in the order of "Five Luns". Then in the second section, in view of the actual life of high school students, the author analyzes the three closely related interpersonal relationships, namely, parent-child relationship, teacher-student relationship. Relationships and peer relationships are how to teach through ancient literary works, and are divided into three parts to achieve the teaching objectives of "know how to be grateful, learn how to be filial to parents", "respect teachers and respect morality, teachers and students teach each other", "honesty and trust, peers help and help each other". First of all, the first section re-interprets the selected essay "Chen Qing Table"; secondly, the second section shows the teaching fragments at the first level of the second class hour; secondly, the third section investigates the students and the teachers who accept the teaching of this course by means of questionnaire survey, and then asks for the effect of the teaching. The fourth section summarizes the advantages and disadvantages of this course and reflects on the shortcomings of interpersonal relationship teaching in high school Chinese class.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.3

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