【摘要】：鄉(xiāng)愁主題是文學(xué)史上和文學(xué)作品中永恒的話題,從古至今,經(jīng)久未衰。在中學(xué)語文教材中也不乏鄉(xiāng)愁主題選文,作者在這些作品中寄寓了十分深厚的情感和意蘊(yùn),包含著對品格的塑造、對傳統(tǒng)的眷戀和對民族精神的皈依,這與當(dāng)下社會所倡導(dǎo)的主流價值觀相契合,我們也更應(yīng)該重視和利用語文課程的熏陶感染作用來引導(dǎo)學(xué)生正確的思想感情,通過引導(dǎo)教學(xué)內(nèi)容的情感價值取向來達(dá)到繼承并發(fā)揚(yáng)中華優(yōu)秀傳統(tǒng)、弘揚(yáng)民族精神、培養(yǎng)具有良好品格的優(yōu)秀公民的目標(biāo)。而現(xiàn)如今關(guān)于中學(xué)語文教材中鄉(xiāng)愁主題選文的情感導(dǎo)向教學(xué)研究的文章尚在少數(shù),故筆者希望通過對現(xiàn)行使用的人教版、蘇教版、滬教版、粵教版初高中語文教材中和鄉(xiāng)愁主題有關(guān)的現(xiàn)當(dāng)代選文的關(guān)注和研究,為鄉(xiāng)愁主題選文情感導(dǎo)向的教學(xué)提供些許思路和借鑒。本論文由引言、正文和結(jié)語三個部分組成。引言對論文的研究目的及意義、研究現(xiàn)狀、創(chuàng)新點(diǎn)及重難點(diǎn)進(jìn)行了闡述,并對論文中的三個概念——鄉(xiāng)愁、情感教育和情感導(dǎo)向進(jìn)行了解釋和定義。正文包括四個章節(jié)。第一章為論文立論提供依據(jù),主要是為了論述鄉(xiāng)愁主題選文在教材中的編排特點(diǎn),從選文在教材中的比重、選文的類別、選文的教學(xué)目標(biāo)三個角度來論述鄉(xiāng)愁主題選文在中學(xué)語文教材中的地位,其中以圖表的形式展現(xiàn)了初中和高中教材中鄉(xiāng)愁主題選文的比重,從風(fēng)俗和風(fēng)物、親情和友情、文化三個角度對類別進(jìn)行了劃分,從知識性目標(biāo)、能力性目標(biāo)、情感性目標(biāo)對選文的教學(xué)目標(biāo)進(jìn)行了說明,為下文探討鄉(xiāng)愁主題選文在教學(xué)中的情感導(dǎo)向奠定了基礎(chǔ)。第二章是在第一章總結(jié)和分析的基礎(chǔ)上,對鄉(xiāng)愁主題選文可進(jìn)行情感導(dǎo)向教學(xué)的教學(xué)內(nèi)容進(jìn)行了歸納和分類,從親情和友情的角度來塑造學(xué)生健全人格、引導(dǎo)學(xué)生熱愛民俗文化、鼓勵學(xué)生參與到保護(hù)文化遺產(chǎn)的行動中并激發(fā)學(xué)生的愛國熱情,凝聚民族精神這幾方面來論述鄉(xiāng)愁主題選文在情感上的熏陶和感染作用。第三章是對鄉(xiāng)愁主題選文如何進(jìn)行情感導(dǎo)向的教學(xué)方法的研究,以典型選文余光中的《鄉(xiāng)愁》為例,廣泛收集名師教學(xué)實(shí)錄,結(jié)合筆者自身在初、高中的實(shí)習(xí)體會,總結(jié)出在教學(xué)實(shí)際操作中可用于情感導(dǎo)向的教學(xué)方法,包括滲透式教學(xué)、情景式教學(xué)、延伸式教學(xué)三種教學(xué)形式。其中,滲透式教學(xué)包括朗讀為線、詩歌聯(lián)想,情景式教學(xué)包括對比揣摩、設(shè)置情境兩種方法,延伸式教學(xué)包括群文連讀和聯(lián)系生活兩種方法。筆者對此都進(jìn)行了細(xì)致的描述和具體的舉例說明。第四章根據(jù)以上教學(xué)內(nèi)容和教學(xué)方法的闡述,結(jié)合自身的實(shí)習(xí)體會,筆者對《吆喝》和《想北平》兩篇選文進(jìn)行個案的教學(xué)設(shè)計(jì)。結(jié)語部分是對全文內(nèi)容的總結(jié),并期望未來會有更多的對鄉(xiāng)愁主題的關(guān)注和研究。
[Abstract]:Homesickness is an eternal topic in the history of literature and literary works. In the middle school Chinese teaching materials, there is no lack of homesickness theme selections. In these works, the author embodies a very deep emotion and implication, including the shaping of character, the attachment to tradition and the conversion to national spirit. This is in line with the mainstream values advocated by the present society. We should pay more attention to and use the influence of Chinese courses to guide students to correct their thoughts and feelings. Through guiding the emotional value orientation of the teaching content, the goal of inheriting and carrying forward the excellent Chinese tradition, carrying forward the national spirit and cultivating the excellent citizens with good character can be achieved. However, there are still a few articles on emotion oriented teaching of homesickness topics in middle school Chinese teaching materials. Therefore, the author hopes to adopt the current version of "people's Education", "Su Jiao", "Shanghai Education", and "Hujiao". The attention and research of the modern and contemporary selections related to the theme of homesickness in the middle and senior middle school Chinese textbooks of the Yuejiao edition provide some ideas and references for the teaching of emotion-oriented selection of homesickness themes. This thesis consists of three parts: introduction, text and conclusion. In the preface, the purpose and significance of the research, the present research situation, the innovation points and the important and difficult points are expounded, and the three concepts of homesickness, emotional education and affective orientation are explained and defined. The text consists of four chapters. The first chapter provides the basis for the thesis, mainly for the purpose of discussing the arrangement characteristics of the homesickness theme in the textbook, the proportion of the selected text in the textbook, the category of the selected text. This paper discusses the status of homesickness theme selection in middle school Chinese teaching materials from three angles of teaching objectives, including showing the proportion of homesickness theme selection in junior high school and senior high school textbooks in the form of charts, from customs and objects, affection and friendship. From the three angles of culture, the author classifies the categories and explains the teaching objectives of selecting articles from the aspects of knowledge goal, ability goal and emotional goal, which lays a foundation for the following discussion on the emotional orientation of homesickness theme selection in teaching. The second chapter is based on the summary and analysis of the first chapter, summarizes and classifies the teaching contents of the homesickness theme selected articles which can carry on the affective direction teaching, molds the student's perfect personality from the angle of the kinship and friendship. To guide students to love folk culture, to encourage students to participate in the action of protecting cultural heritage, to arouse students' patriotic enthusiasm, to gather national spirit, to discuss the influence and infection of the theme selection of homesickness in emotion. The third chapter is the research of how to carry on the affective direction teaching method of the homesickness theme selection, taking the typical selected article Yu Guangzhong's homesickness as the example, collects the famous teacher teaching record extensively, unifies the author in the beginning, the high school practice experience, This paper summarizes the teaching methods which can be used in the teaching practice, including infiltrating teaching, situational teaching and extended teaching. Among them, the infiltration teaching includes reading for line, poetry association, situational teaching including contrast and guess, setting up situation two methods, extending teaching includes two methods of group text continuous reading and connecting life. The author has carried on the detailed description and the concrete example to this. The fourth chapter according to the above teaching content and teaching method elaboration, unifies own practice experience, the author carries on the individual case teaching design to the "shouting" and "want Beiping" two selected articles. The conclusion is a summary of the full text and expects more attention and research on homesickness in the future.
【學(xué)位授予單位】：華中師范大學(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(xiàn)】

相關(guān)期刊論文 前10條

1 高保衛(wèi);;讓人難忘的一縷“鄉(xiāng)愁”——從2015年全國文綜一卷39題談“人文素養(yǎng)”的提升[J];新課程研究(上旬刊);2016年02期

2 何萍;;鄉(xiāng)愁詩歌淺析[J];課程教育研究;2013年30期

3 葉小芳;;中國人鄉(xiāng)愁文化解讀[J];懷化學(xué)院學(xué)報;2013年07期

4 盧建紅;;“鄉(xiāng)愁”的美學(xué)——論中國現(xiàn)代文學(xué)的“故鄉(xiāng)書寫”[J];華南師范大學(xué)學(xué)報(社會科學(xué)版);2012年01期

5 孫紹振;;余光中的四種鄉(xiāng)愁[J];語文建設(shè);2011年Z1期

6 陳超;;“鄉(xiāng)愁”的當(dāng)代闡釋與意蘊(yùn)嬗變——中國當(dāng)代文學(xué)鄉(xiāng)土情結(jié)的心態(tài)尋蹤[J];當(dāng)代文壇;2011年02期

7 張嘆鳳;;論杜甫是中國“鄉(xiāng)愁”詩人的鼻祖[J];四川大學(xué)學(xué)報(哲學(xué)社會科學(xué)版);2010年06期

8 龍輝明;;淺談魯迅作品中的鄉(xiāng)愁[J];科技信息;2009年09期

9 黃彩萍;;返回古典與文化鄉(xiāng)愁——方文山歌詞的文化闡釋[J];鄂州大學(xué)學(xué)報;2008年06期

10 黃萬華;;鄉(xiāng)愁是一種美學(xué)[J];廣東社會科學(xué);2007年04期

相關(guān)博士學(xué)位論文 前1條

1 鄧榕;大陸與臺灣尋根文學(xué)比較研究[D];湖南師范大學(xué);2015年

相關(guān)碩士學(xué)位論文 前10條

1 張曉壘;中小學(xué)語文教材中的琦君散文教學(xué)價值研究[D];華中師范大學(xué);2016年

2 王魏魏;高中語文閱讀教學(xué)和寫作教學(xué)有效結(jié)合的研究[D];華中師范大學(xué);2015年

3 左園;初中新人教版語文教材寫作模塊的教學(xué)探究[D];河南師范大學(xué);2015年

4 向立;論余光中筆下的鄉(xiāng)愁書寫[D];重慶師范大學(xué);2014年

5 付淼;文化鄉(xiāng)愁：中國現(xiàn)代回憶散文[D];遼寧師范大學(xué);2013年

6 張翁根其其格;無根·尋根·歸根[D];東北師范大學(xué);2011年

7 曹然霞;詩人的故鄉(xiāng)情結(jié)[D];蘇州大學(xué);2009年

8 熊德勇;語文自主閱讀研究[D];華東師范大學(xué);2008年

9 張玉枝;中學(xué)語文閱讀教學(xué)中的審美教育[D];華中師范大學(xué);2007年

10 鄧穎;高中語文知識教學(xué)研究[D];河北師范大學(xué);2007年

，

本文編號：2386203