【摘要】：朱紹禹先生是我國當代著名的語文教育家,是中學(xué)語文教育理論的建設(shè)者和開拓者。在60多年的語文理論探索和教學(xué)研究過程中,逐步形成自己的語文教育思想體系,這些教育思想對我國語文教育教學(xué)都有積極的指導(dǎo)作用。論文以朱紹禹先生的著作和論文等文獻為主要依據(jù),運用文獻研究法、內(nèi)容分析法,對朱紹禹先生的語文教育思想進行較為全面的梳理和研究,探討其語文教育思想形成的基礎(chǔ)和背景,闡明其語文課程思想、語文教材思想、語文教學(xué)思想,以期為語文教育實踐與研究提供現(xiàn)實關(guān)照。一方面,橫向研究朱紹禹語文教育思想的形成基礎(chǔ)。朱紹禹語文教育思想的形成無不與時代及個人背景有著密切關(guān)系,先生深厚的閱讀基礎(chǔ)、豐富的教學(xué)實踐、扎實的寫作功底對其思想的形成有積極的促進作用;同時,先生積極發(fā)展學(xué)術(shù)共同體,獎掖后學(xué),擴大對語文教育的影響。另一方面,縱向研究朱紹禹的語文教育思想體系。將朱紹禹語文教育思想分為課程觀、教材觀和教學(xué)觀三部分加以研究。課程觀包括厘清課程概念、探究課程性質(zhì)、構(gòu)想課程藍圖等內(nèi)容,其重點是透過官方文件對課程性質(zhì)的表述以及這些年來具有代表性的觀點的摘取,探究朱紹禹對于課程性質(zhì)的獨特見解和不同思考路徑;教材觀主要分析朱紹禹對語文教材文化建設(shè)的開創(chuàng),語文教材的價值和類型的探討,語文教材的編寫和發(fā)展趨勢的預(yù)測;教學(xué)觀著重分析朱紹禹對閱讀教學(xué)和寫作教學(xué)提出的理念和途徑等,簡單論述如何做研究型的語文教師,并簡要闡述朱紹禹語文課程觀、教材觀、教學(xué)觀的繼承和發(fā)展。基于以上研究,梳理出朱紹禹語文教育思想對語文新課程改革的啟示:對完善語文課程標準的啟示;對語文教材編制的啟示;對語文教學(xué)的啟示,以期為中學(xué)語文教育現(xiàn)狀提供參考,打開思路。
[Abstract]:Zhu Shaoyu is a famous contemporary Chinese educator in our country and a constructor and pioneer of Chinese education theory in middle school. In the course of more than 60 years' Chinese theoretical exploration and teaching research, we have gradually formed our own Chinese education thought system, which has a positive guiding effect on Chinese education and teaching in our country. On the basis of Zhu Shaoyu's works and papers, this paper makes a comprehensive research on Zhu Shaoyu's Chinese education thought by using the method of literature research and content analysis. This paper probes into the foundation and background of its Chinese education thought, expounds its Chinese curriculum thought, Chinese teaching material thought and Chinese teaching thought, in order to provide practical care for the practice and research of Chinese education. On the one hand, the formation foundation of Zhu Shaoyu's Chinese education thought is studied horizontally. The formation of Zhu Shaoyu's Chinese education thought is closely related to the times and personal background. His profound reading foundation, rich teaching practice and solid writing skills have a positive effect on the formation of his thoughts. Mr. positive development of academic community, after the award of education, expand the impact on Chinese education. On the other hand, the longitudinal study of Zhu Shaoyu's Chinese education thought system. Zhu Shaoyu's thought of Chinese education is divided into three parts: curriculum view, textbook view and teaching view. The curriculum concept includes clarifying the curriculum concept, exploring the nature of the curriculum, conceptualizing the curriculum blueprint, etc., which focuses on the presentation of the nature of the curriculum through official documents and the extraction of representative views over the years. This paper probes into Zhu Shaoyu's unique views on the nature of the curriculum and his different thinking paths, mainly analyzes Zhu Shaoyu's creation of the cultural construction of Chinese teaching materials, the discussion of the value and types of Chinese textbooks, the compilation of Chinese textbooks and the prediction of the developing trend. The teaching view focuses on the analysis of Zhu Shaoyu's ideas and approaches to the teaching of reading and writing, and briefly discusses how to be a research-oriented Chinese teacher, and briefly expounds the inheritance and development of Zhu Shaoyu's view of Chinese curriculum, teaching material and teaching. Based on the above research, the author sorts out the enlightenment of Zhu Shaoyu's Chinese education thought to the new Chinese curriculum reform: the enlightenment to perfect the Chinese curriculum standard, the enlightenment to the Chinese textbook compilation, the enlightenment to the Chinese teaching, In order to provide a reference for the current situation of Chinese education in middle schools, open the way of thinking.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.3

【參考文獻】

相關(guān)期刊論文 前10條

1 張華;;論核心素養(yǎng)的內(nèi)涵[J];全球教育展望;2016年04期

2 鐘啟泉;;基于核心素養(yǎng)的課程發(fā)展:挑戰(zhàn)與課題[J];全球教育展望;2016年01期

3 邵朝友;周文葉;崔允o7;;基于核心素養(yǎng)的課程標準研制:國際經(jīng)驗與啟示[J];全球教育展望;2015年08期

4 李海林;;“教教材”與“用教材教”辨析[J];中學(xué)語文教學(xué);2008年03期

5 乃森;顧黃初;;影響中國20世紀的語文教育大家 朱紹禹[J];語文教學(xué)通訊;2007年14期

6 劉金星;朱紹禹先生語文教育思想中的性質(zhì)觀[J];中學(xué)語文;2005年09期

7 蘇林,王鈺,樊淑燕;一部閃耀辯證法思想光輝的力作——《朱紹禹文存》學(xué)習札記[J];南寧職業(yè)技術(shù)學(xué)院學(xué)報;2005年01期

8 張正君;做研究型教師培養(yǎng)創(chuàng)新型學(xué)生——朱紹禹語文教育研究觀探析[J];新鄉(xiāng)師范高等專科學(xué)校學(xué)報;2004年04期

9 海錦霞;朱紹禹語文教材理論探析[J];平原大學(xué)學(xué)報;2004年02期

10 武玉鵬;朱紹禹對我國當代語文學(xué)科教育的貢獻[J];煙臺師范學(xué)院學(xué)報(哲學(xué)社會科學(xué)版);2003年02期

相關(guān)博士學(xué)位論文 前1條

1 朱建軍;中學(xué)語文課程“讀寫結(jié)合”研究[D];華東師范大學(xué);2010年

相關(guān)碩士學(xué)位論文 前10條

1 劉杰;章熊語文教育思想研究[D];魯東大學(xué);2015年

2 何慧琳;略論朱自清語文教育思想[D];上海師范大學(xué);2013年

3 李貞;朱紹禹教材論中人本主義思想探究[D];東北師范大學(xué);2012年

4 張洪良;洪宗禮語文教育思想研究[D];西南大學(xué);2011年

5 孔娜;曾國藩語文教育思想研究[D];貴州師范大學(xué);2008年

6 王莎微;貫徹新課程標準 實施大語文教育[D];遼寧師范大學(xué);2008年

7 朱敏;論顧黃初語文教育思想[D];揚州大學(xué);2008年

8 李軍亮;劉國正語文教育思想研究[D];南京師范大學(xué);2007年

9 畢琳琳;黎錦熙語文教育思想研究[D];吉林大學(xué);2007年

10 朱麗娜;論張志公的語文教育思想[D];湖南師范大學(xué);2007年

，

本文編號：2271401