發(fā)布時間：2019-06-05 23:52

【摘要】：在全球化進(jìn)程日益加快的今天,國與國之間的競爭歸根結(jié)底是人才的競爭,是國家文化軟實(shí)力的競爭,因此振興教育、培養(yǎng)適應(yīng)時代需求的人才,傳承和弘揚(yáng)中華民族文化成為我國應(yīng)對挑戰(zhàn)的重要策略�！读x務(wù)教育語文課程標(biāo)準(zhǔn)》中就曾指出,要讓學(xué)生“認(rèn)識中華的豐厚博大,吸收民族文化智慧”,而這一目標(biāo)的實(shí)現(xiàn),僅憑現(xiàn)行的語文教材是不可能完成的,因此國家下放了部分課程權(quán)力,三級課程管理模式受到廣泛關(guān)注,校本課程作為國家課程的有機(jī)組成部分,正式邁上歷史舞臺。眾所周知,彝族是一個歷史悠久且有語言文字的少數(shù)民族,其文化多彩而豐富,而涼山彝族文化作為彝族文化的分支,由于地理、經(jīng)濟(jì)等因素的影響又呈現(xiàn)出獨(dú)具特色的一面,將其有益的、精華的部分納入初中語文教學(xué)進(jìn)行校本課程開發(fā),具有極高的語文教育價值和現(xiàn)實(shí)意義�；诖�,本課題緊密結(jié)合當(dāng)前語文課程改革與校本課程開發(fā)的實(shí)際,在綜述前人開發(fā)研究成果和本課程開發(fā)目的、意義的基礎(chǔ)上,遵循理論與實(shí)踐相結(jié)合的研究思路,采用文獻(xiàn)分析法和問卷調(diào)查法進(jìn)行研究探索。首先,從涼山彝族文化、校本課程開發(fā)、語文課程資源等相關(guān)概念的界定出發(fā),調(diào)查整理開發(fā)研究所具備的政策支持、理論支撐及學(xué)生的興趣和需要等依據(jù),分析概述“涼山彝族文化”初中語文校本課程開發(fā)的可行性;其次,全面分析“涼山彝族文化”初中語文校本課程開發(fā)所體現(xiàn)的文化價值、人本價值、課程價值和審美價值,在此基礎(chǔ)上闡述該校本課程開發(fā)所依據(jù)的八大原則,即科學(xué)性與公正性相輔、主體性與合作性原則并舉、本土性與現(xiàn)代性原則融合、開放性與可操作性原則共存,從而明確了開發(fā)的必要性;接著,結(jié)合語文學(xué)科的特性,從涼山彝族民間文學(xué)、當(dāng)代文學(xué)、畢摩文學(xué)、民風(fēng)民俗、英雄人物和語言文字六個板塊對“涼山彝族文化”初中語文校本課程內(nèi)容可資利用的文化資源進(jìn)行了較為詳細(xì)的介紹,為初中語文校本教學(xué)內(nèi)容的選擇、教材的編寫提供了條件;隨后,從“涼山彝族文化”初中語文校本課程的基本理念和目標(biāo)預(yù)設(shè)著手,對該校本課程的教材結(jié)構(gòu)安排、單元設(shè)置形式和課題設(shè)計方法進(jìn)行了闡述和具體的案例介紹;最后,從教學(xué)人員的配備、課程結(jié)構(gòu)、教學(xué)時間安排和教學(xué)管理措施四個方面架構(gòu)該校本課程實(shí)施過程中的組織與管理形式,并從教學(xué)實(shí)施原則、教學(xué)實(shí)施方法和教學(xué)案例舉隅三個方面詳細(xì)分析了該校本課程的實(shí)施策略,同時簡要介紹了該校本課程的評價原則和評價實(shí)施策略,力求體現(xiàn)開發(fā)實(shí)施的科學(xué)性�？傊�,本課題旨在充分利用涼山地區(qū)豐富的彝族文化資源,進(jìn)行初中語文校本課程的開發(fā)研究,以期提高初中學(xué)生的語文綜合能力,拓寬初中學(xué)生的多元文化視野,增進(jìn)民族團(tuán)結(jié),促進(jìn)我國非物質(zhì)文化遺產(chǎn)的保護(hù),同時為涼山地區(qū)語文校本課程的開發(fā)提供借鑒。
[Abstract]:Today, with the acceleration of the process of globalization, the competition between countries is, in the final analysis, the competition of talents and the competition of soft power of national culture. Therefore, revitalize education and train talents to meet the needs of the times. Inheriting and carrying forward the culture of the Chinese nation has become an important strategy for our country to meet the challenges. In the Chinese Curriculum Standard for compulsory Education, it has been pointed out that it is necessary for students to "understand the rich and broad nature of China and absorb the wisdom of national culture," and this goal has been realized. It is impossible to complete the current Chinese teaching materials alone, so the state has decentralized some curriculum power, and the three-level curriculum management model has been widely concerned. As an organic part of the national curriculum, school-based curriculum has officially stepped into the stage of history. As we all know, the Yi nationality is a minority with a long history and has a language, its culture is colorful and rich, and Liangshan Yi culture, as a branch of Yi culture, presents a unique side due to the influence of geographical, economic and other factors. It is of great value and practical significance to bring the beneficial and quintessence into the development of school-based curriculum in junior middle school Chinese teaching. Based on this, this topic closely combines the current Chinese curriculum reform with the reality of school-based curriculum development, on the basis of summarizing the previous development research results and the purpose and significance of this curriculum development, following the research ideas of combining theory with practice. Literature analysis and questionnaire survey were used to study and explore. First of all, starting from the definition of Liangshan Yi culture, school-based curriculum development, Chinese curriculum resources and other related concepts, this paper investigates and arranges the policy support, theoretical support and students' interests and needs of the development research. This paper analyzes and summarizes the feasibility of the development of Chinese school-based curriculum in junior middle school of Liangshan Yi Culture. Secondly, this paper comprehensively analyzes the cultural value, humanistic value, curriculum value and aesthetic value embodied in the development of Chinese school-based curriculum in "Liangshan Yi Culture" junior middle school, and on this basis, expounds the eight principles on which the school-based curriculum development is based. That is, the principle of science and fairness, the principle of subjectivity and cooperation, the fusion of local and modern principles, and the coexistence of openness and maneuverability, thus defining the necessity of development. Then, combined with the characteristics of Chinese, from Liangshan Yi folk literature, contemporary literature, Bimo literature, folk customs, This paper introduces in detail the cultural resources that can be used in the content of Chinese school-based curriculum in "Liangshan Yi Culture", which is the choice of Chinese school-based teaching content in junior middle school. The compilation of teaching materials provides the conditions; Then, starting from the basic concept and goal presupposition of the Chinese school-based curriculum in Liangshan Yi Culture Junior Middle School, this paper expounds the teaching material structure, the unit setting form and the subject design method of the school-based course, and introduces the concrete cases. Finally, from the four aspects of teaching staff, curriculum structure, teaching time arrangement and teaching management measures, this paper constructs the organization and management forms in the course of the implementation of the course, and from the teaching implementation principles, This paper analyzes in detail the implementation strategies of the school course from three aspects: the teaching implementation method and the teaching case example, and briefly introduces the evaluation principles and evaluation implementation strategies of the school course, so as to embody the scientific nature of the development and implementation. In a word, the purpose of this paper is to make full use of the rich Yi cultural resources in Liangshan area to carry out the development and research of Chinese school-based curriculum in junior middle school, in order to improve the comprehensive ability of junior middle school students and broaden the multicultural vision of junior middle school students. Promote national unity, promote the protection of intangible cultural heritage in China, and provide reference for the development of Chinese school-based curriculum in Liangshan area.
【學(xué)位授予單位】：西華師范大學(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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