【摘要】：情感態(tài)度價(jià)值觀是語文課程三維目標(biāo)中最重要的組成部分,《普通高中語文課程標(biāo)準(zhǔn)》對情感態(tài)度價(jià)值觀目標(biāo)的重要性亦做了極大肯定。高中生正值人格逐漸定型的關(guān)鍵期,因此,相比于知識(shí)技能的傳授,對學(xué)生進(jìn)行健全人格及健康情感的培養(yǎng)顯得尤為重要。而在“課標(biāo)”理念的指導(dǎo)下,語文教材的編寫者也更加注重情感教育的素材。作為高中語文教材中的重要組成部分,現(xiàn)當(dāng)代文學(xué)作品具有反映時(shí)代特征、貼近社會(huì)生活、文質(zhì)兼美、難度適中等特點(diǎn),是對學(xué)生實(shí)施情感態(tài)度價(jià)值觀教育的最佳文本類別。統(tǒng)計(jì)發(fā)現(xiàn),目前國內(nèi)較為通行的幾版高中語文教材中,現(xiàn)當(dāng)代文學(xué)作品多集中編排于前三冊課本內(nèi),這恰為高一學(xué)生前半學(xué)年所用的教材,而學(xué)生從初中轉(zhuǎn)向高中學(xué)習(xí)的過渡期剛好處于這一學(xué)段內(nèi),學(xué)習(xí)壓力的加大與學(xué)習(xí)要求的提高,導(dǎo)致多數(shù)學(xué)生在精神及心理層面有所不適,故對此階段的學(xué)生進(jìn)行情感態(tài)度價(jià)值觀教育亦是刻不容緩。因此,充分利用好該學(xué)段教材中現(xiàn)當(dāng)代文學(xué)作品選文數(shù)量多、所占比例大的突出優(yōu)勢,能夠促使該學(xué)段的現(xiàn)當(dāng)代文學(xué)作品教學(xué)肩負(fù)起培養(yǎng)學(xué)生積極健康的情感態(tài)度價(jià)值觀的重任。本文以高中低學(xué)段語文現(xiàn)當(dāng)代文學(xué)作品情感態(tài)度價(jià)值觀教學(xué)為研究對象,以國內(nèi)使用廣泛的人教版(人民教育出版社)、蘇教版(江蘇教育出版社)、魯人版(山東人民出版社)高中語文教材為例,對現(xiàn)當(dāng)代文學(xué)作品在教材中的選編情況進(jìn)行統(tǒng)計(jì)分析,探究現(xiàn)當(dāng)代文學(xué)作品在高中低學(xué)段語文教學(xué)中的重要作用以及實(shí)施情感態(tài)度價(jià)值觀教學(xué)的有利因素和重要意義,分析現(xiàn)當(dāng)代文學(xué)作品的教學(xué)現(xiàn)狀及成因,進(jìn)而探討在現(xiàn)當(dāng)代文學(xué)作品教學(xué)中情感態(tài)度價(jià)值觀目標(biāo)的達(dá)成策略,為現(xiàn)當(dāng)代文學(xué)作品情感態(tài)度價(jià)值觀教學(xué)做理論和實(shí)踐指導(dǎo)。本文共分為四部分。第一部分:緒論。闡述本文的研究緣起及意義、國內(nèi)外對情感態(tài)度價(jià)值觀教育的研究現(xiàn)狀、本文的研究方法及主要內(nèi)容。第二部分:以國內(nèi)使用較為廣泛的人教版、蘇教版及魯人版高中語文教材為主,對高中語文現(xiàn)當(dāng)代文學(xué)作品的選文進(jìn)行統(tǒng)計(jì)分析,探索在高中低學(xué)段的現(xiàn)當(dāng)代文學(xué)作品教學(xué)中落實(shí)情感態(tài)度價(jià)值觀目標(biāo)的有利因素及必要性。第三部分:通過問卷調(diào)查了解現(xiàn)當(dāng)代文學(xué)作品情感態(tài)度價(jià)值觀教學(xué)現(xiàn)狀,分析得出學(xué)生、教師及教學(xué)手段方式上存在的常見問題,并對問題成因進(jìn)行探索,為下一步提出實(shí)施策略做依據(jù)。第四部分:根據(jù)文獻(xiàn)資料的學(xué)習(xí)研究以及個(gè)人實(shí)踐經(jīng)驗(yàn)的總結(jié),從文本解讀、課堂語言、閱讀教學(xué)方式、寫作練筆四方面提出具體策略,即挖掘語文教材中情感因素、教學(xué)中使用情感語言、采用合適的閱讀方式陶冶情操及以寫促情等方式,聯(lián)系具體的教學(xué)案例,提出可行方法。
[Abstract]:Emotional attitude value is the most important part of the three dimensional goal of Chinese curriculum, and the importance of emotional attitude value goal has also been greatly affirmed in the Chinese Curriculum Standard of General Senior Middle School. Senior high school students are in the critical period of gradually forming personality. Therefore, compared with the imparting of knowledge and skills, it is very important to cultivate the healthy personality and healthy emotion of the students. Under the guidance of the idea of curriculum standard, the compilers of Chinese textbooks pay more attention to the material of emotional education. As an important part of high school Chinese teaching materials, modern and contemporary literary works have the characteristics of reflecting the characteristics of the times, being close to social life, both literary quality and beauty, moderate difficulty and so on. It is the best text category for students to carry out emotional attitude and values education. Statistics show that among the most popular versions of senior high school Chinese teaching materials in China, modern and contemporary literary works are mainly arranged in the first three volumes of textbooks. This is precisely the textbook used by the first half of the school year for senior high school students. The transition period from junior middle school to senior high school is just in this period. The increase of learning pressure and the improvement of learning requirements lead to the discomfort of most students at the mental and psychological level. Therefore, the emotional attitude and values education of students in this stage is urgent. Therefore, we should make full use of the outstanding advantages of the large number and large proportion of the selected works of modern and contemporary literature in the teaching materials of the school paragraph. It can promote the teaching of modern and contemporary literary works to take on the important task of cultivating students' positive and healthy emotional attitude and values. This paper focuses on the teaching of emotion, attitude and values in modern and contemporary literary works of high school and low school, and takes the widely used people's Education Edition (people's Education Press) and the Su Education Edition (Jiangsu Education Publishing House) as the research objects. Lu people's Edition (Shandong people's Publishing House) High School Chinese textbook as an example, this paper makes a statistical analysis of the selection and compilation of modern and contemporary literary works in textbooks, This paper probes into the important role of modern and contemporary literary works in the Chinese teaching of high school and low school, and the favorable factors and significance of implementing the teaching of emotional attitude and values, and analyzes the present situation and causes of the teaching of modern and contemporary literary works. Then it discusses the strategy of reaching the goal of emotional attitude and values in the teaching of modern and contemporary literature works, and provides theoretical and practical guidance for the teaching of emotional attitude values in modern and contemporary literary works. This paper is divided into four parts. Part one: introduction. This paper expounds the origin and significance of this study, the research status of emotional attitude and values education at home and abroad, the research methods and main contents of this paper. The second part: with the widely used Chinese edition, the Soviet edition and the Lu version of the senior high school Chinese teaching materials, the high school language of modern and contemporary literary works selected for statistical analysis. This paper explores the beneficial factors and necessity of implementing the goal of emotional attitude and values in the teaching of modern and contemporary literary works in high school and low school. The third part: through the questionnaire survey to understand the present situation of the emotional attitude and values teaching of modern and contemporary literary works, analyzes the common problems in the students, teachers and teaching methods, and explores the causes of the problems. For the next step to put forward the implementation strategy for the basis. The fourth part: according to the study of literature and the summary of personal practical experience, from the text interpretation, classroom language, reading teaching methods, writing and pen training four specific strategies, that is to explore the emotional factors in the Chinese textbooks. In teaching, emotional language is used, appropriate reading method is used to cultivate sentiment and writing is used to promote emotion, connecting with specific teaching cases, the feasible methods are put forward.
【學(xué)位授予單位】：貴州師范大學(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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