【摘要】：當(dāng)今社會(huì),人文精神失落已經(jīng)是不爭(zhēng)的事實(shí)。在這一社會(huì)大背景下,語文課堂也失去了應(yīng)有的人文關(guān)懷。長(zhǎng)此以往將對(duì)學(xué)生的發(fā)展和社會(huì)的和諧造成不可估量的后果。因此,本文在現(xiàn)代教育理論的指導(dǎo)下,吸收借鑒已有的研究成果,并在廣泛調(diào)查基礎(chǔ)上,分析初中語文閱讀教學(xué)中人文精神養(yǎng)育的現(xiàn)狀、問題及成因,探索改善措施。本文包括五個(gè)部分,每個(gè)部分的內(nèi)容及成果如下:第一章,相關(guān)概念闡釋。首先,明確“人文”是一種道德哲學(xué)術(shù)語,是人類紋飾自己的方法。它關(guān)涉人與自我、人與社會(huì)、人與自然等方面的倫理規(guī)范。其次,在知識(shí)中心的教學(xué)論的指導(dǎo)下,明確語文閱讀教學(xué)中的人文精神內(nèi)涵于語文教材之中。最后,明確養(yǎng)育是指利用學(xué)生人性中固有的善端,溝通學(xué)生精神世界與文本的人文內(nèi)涵,使學(xué)生的人文精神從從微小到茁壯的過程。第二章,理論基礎(chǔ)分析,分析初中語文閱讀教學(xué)人文精神養(yǎng)育的理論依據(jù)。主要包括兩個(gè)方面的內(nèi)容:第一、從言語及文章學(xué)的角度解釋為什么語文閱讀教學(xué)內(nèi)容中蘊(yùn)含著豐富的人文精神;第二、從教育傳播學(xué)和學(xué)生道德發(fā)展理論的角度,詮釋語文閱讀教學(xué)內(nèi)容中的人文精神內(nèi)涵,走向?qū)W生人文精神養(yǎng)育的可能性的問題。第三章,初中語文閱讀教學(xué)中人文精神養(yǎng)育的問題及其成因分析。明確語文閱讀教學(xué)缺少文本人文精神的挖掘,缺失人文精神養(yǎng)育時(shí)間,人文精神養(yǎng)育措施失當(dāng)?shù)葐栴}。并從主觀與客觀層面對(duì)這些問題的成因進(jìn)行分析。第四章,語文教材中人文精神分析。這一部分主要解決在初中語文閱讀教學(xué)中應(yīng)當(dāng)養(yǎng)育何種人文精神及如何進(jìn)行人文精神養(yǎng)育的問題。包括,第一,明確初中語文閱讀教學(xué)人文精神養(yǎng)育過程中應(yīng)當(dāng)遵循人文精神養(yǎng)育與文本解讀相結(jié)合、同一性與主觀性相結(jié)合、說服教育與情感熏陶相結(jié)合的原則。第二、語文教材中人文精神具體內(nèi)涵分析。通過教材分析,明確語文閱讀教學(xué)中人文精神的養(yǎng)育主要涉及到人與自我、人與社會(huì)、人與自然及人與科技等四個(gè)方面。第五章,基于問題的教學(xué)策略分析。從教師教和學(xué)生學(xué)的角度,指出教師應(yīng)該怎樣扮演好解讀者和傳播者的角色,學(xué)生應(yīng)如何成為理想的讀者。
[Abstract]:In today's society, the loss of humanistic spirit is an indisputable fact. In this social background, the language classroom has also lost its due humanistic care. In the long run, there will be incalculable consequences for the development of students and social harmony. Therefore, under the guidance of modern educational theory, this paper absorbs and draws lessons from the existing research results, and on the basis of extensive investigation, analyzes the present situation, problems and causes of humanistic spiritual nurturing in Chinese reading teaching in junior high school, and explores the improvement measures. This paper consists of five parts, each part of the content and results are as follows: chapter one, related concepts. First of all, to clarify that "humanity" is a term of moral philosophy, is a way of human decoration. It concerns the ethical norms of man and self, man and society, man and nature. Secondly, under the guidance of the teaching theory of knowledge center, the connotation of humanistic spirit in Chinese reading teaching is defined in Chinese teaching materials. Finally, the clear cultivation refers to the process of making use of the inherent goodness in the students' human nature to communicate the humanistic connotation of the students' spiritual world and the text, and to make the students' humanistic spirit from small to strong. The second chapter analyzes the theoretical basis of humanistic spiritual nurturing in junior middle school Chinese reading teaching. It mainly includes two aspects: first, explain why the teaching content of Chinese reading contains rich humanistic spirit from the point of view of language and article learning; Second, from the angle of educational communication and the theory of students' moral development, it explains the connotation of humanistic spirit in the content of Chinese reading teaching, and moves towards the possibility of cultivating students' humanistic spirit. The third chapter analyzes the problems and causes of humanistic spirit rearing in Chinese reading teaching in junior middle school. It is clear that the teaching of Chinese reading lacks the excavation of the humanistic spirit of the text, the lack of the nurturing time of the humanistic spirit and the improper measures of the humanistic spiritual nurturing. The causes of these problems are analyzed from the subjective and objective aspects. The fourth chapter, the humanities spirit analysis in the Chinese teaching material. This part mainly solves the problem of what humanistic spirit should be nurtured and how to cultivate humanistic spirit in junior middle school Chinese reading teaching. Firstly, we should follow the principles of humanistic cultivation and text interpretation, identity and subjectivity, persuasion education and emotional edification in the process of humanistic spirit cultivation in reading teaching in junior high school. Second, the analysis of the specific connotation of humanistic spirit in Chinese teaching materials. Through the analysis of teaching materials, it is clear that the cultivation of humanistic spirit in Chinese reading teaching mainly involves four aspects: man and self, man and society, man and nature, and man and technology. The fifth chapter, the problem-based teaching strategy analysis. From the point of view of teachers' teaching and students' learning, this paper points out how teachers should play the role of readers and communicators, and how students should become ideal readers.
【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】：2017
【分類號(hào)】：G633.3

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