【作者】 曾晓洁；

【导师】 周庆元；

【作者基本信息】 湖南师范大学 ， 课程与教学论， 2011， 博士

【摘要】 对于国家和个体而言,母语教育都具有非常重要的意义,但以往的汉语母语教育总是夹杂在语文教育当中,难以一窥全貌,为此,本论文对现代汉语母语教育的演进情况进行了集中研究。本论文的三个基本概念是“母语”、“母语教育”和“现代”。在分析既有分歧的基础上,我们立足于教育视角,将我国的“母语”厘定为现代汉民族共同语。这样,“母语教育”这一概念也就得到了相应界定,不再与“语文教育”、“母语教学”、“汉语教育”产生混淆。关键词“现代”则主要取其与“传统”相对之意,所以下限一直延伸到现在,而在比较了社会母语教育和学校母语教育的各项标杆性事件之后,考虑到教材白话化在母语教育从传统走向现代进程中的突出地位,我们把上限定在了出现第一本白话性质教科书的1897年。作为一项史的研究,历史文献在整个写作中起到了非同小可的支撑作用。而在观照历史文献之时,则主要采用一种社会学的眼光和比较的视角,先确定出现代以来母语教育发展过程中的典型事件,然后在分析前因后果的基础上对典型事件做出定性判断,并据此进一步对现代汉语母语教育的历史进行整体分期。此外,笔者还用知其不可而为之的态度做了可能的穷尽归纳,将精确化作为一种指导思想贯穿于本研究当中。全文除绪论外,包括七章和一个余论。第一章相当于全文的总论,讨论了母语教育的多重制约性和现代母语教育致力普及与螺旋提升的两个特点。从第二章开始直到第七章,每章集中写一个时期,分别是：开创期(1897～1928)、探索期(1929～1950)、突进期(1951～1965)、畸变期(1966～1977)、恢复期(1978～1989)、转型期(1990～)。每一章的写作,都分为三节进行,第一节是各种相关背景的集中介绍与分析,第二节和第三节分别讨论该期的社会母语教育和学校母语教育,具体讨论之时,主要围绕该期的典型事件或有特征性的变化展开述评。第二章“开创期”以民众化和科学化为思想主导,进行了切音字运动、白话文运动等书面语的改革和旨在统一标准语音的国语运动,白话文、官话、汉语知识在此影响下进入了学校教学,母语教育的测验与实验也出现了一个高潮,母语教学因此从传统走向了现代。称1929年到1950年为“探索期”,是因为此期母语教育确实在沿着开创期的精神继续前行,但由于绝大部分时间都处在政权分治和战乱频仍的影响之下,母语教育在此期并没有得到质的提升。新中国的成立改变了以前的发展节奏,高度的使命感、民族自信力和《人民日报》1951年6月6日的著名社论,合力带领母语教育进入了一个“突进期”。在拼音化思想基础上提出先行简化和全国推普,书写方式彻底改为横排左起,全力推进语法修辞教学,进行汉语独立设科实验,特别凸显语言工具观等,无不体现出一种志在快速提升全民母语能力与建设健康纯洁祖国语言的革命斗志。可惜,动荡的文革阻断了这一发展,此期的政治挂帅让学校母语教育基本退场,不仅不太涉及基本能力培养,就连起示范作用的语文教材语言也一片僵化俗化,社会用语也以火药味儿极浓的斗争化语言和“假大空”的话语模式为主导,母语教育进入了一个不进反退的“畸变期”。文革结束到1989年之间,母语教育的主要任务与功能就在全力复元至文革前的目标导向与教育水平,所以我们称之为“恢复期”。而进入90年代以后,人文思想开始对“科学主义”进行反拨,语言规范观由此从匡正渐变为引导,网络语言成为不断发力的持续热点,在“语感中心说”以一种反“工具观”的姿态迅速崛起的同时,语法教学遭遇了近百年发展以后的“无用论”质疑,而口语教学也以名称更替的方式开始关怀话语主体的言说幸福。毫无疑问,经过百余年发展之后,汉语母语教育又进入了个新的“转型期”。基于以上对于现代汉语母语教育的整体思考,余论部分提出了个理想母语能力模型,该模型由具有一定层级性的六个要素构成。现代汉语母语教育既没有平衡地发展各能力要素,也较少考虑各要素问的级性差异,是一种不太理想的母语教育。我们认为,关注母语能力的内部要素及其层级差异,有助于学校母语教育走向一条高效途径。更多还原

【Abstract】 To states and individuals, mother tongue education possesses very important significance. The Chinese as mother tongue education was, however, formerly mingled in the Yuwen education and hardly wholly revealed. Therefore, this dissertation focuses on the study of the evolution of the Chinese as mother tongue education from modern times.Three fundamental conceptions of this dissertation are "mother tongue", "mother tongue education" and "modern". Basing on divergent analysis, we make our country’s "mother tongue" as the lingua franca of modern Han ethnic in view of education. Therefore, the conception of "the mother tongue education" gets distinguished from the conceptions of "Yuwen education", "mother-tongue teaching" and "Chinese education". "Modern", the keyword, is the relative side of "tradition", hence, the time limit represented by this word can continue to today. Meanwhile, after comparing the benchmark events of the social mother tongue education and the school tongue education, we try to restrict the earliest time of "modern" in 1897, owing to the prominence of the vermacular teaching materials in the process from traditional age to modern times and the first vermacular teaching materials just appeared in that year.As a study of history, historical documents function as a vital support among the whole process of writing. When accessing historical documents, we should, with mainly adopting a sociological perspective and relative perspective, firstly, locate the representative cases occurring in the development course of mother tongue education since modern times and then make qualitative judgments to them after a comprehensive analysis, and then, take the further step to overall staging about the history of the modern Chinese language education. Furthermore, although the writer knew it was hardly to collect every possibility, she got conclude as much as possible. Precision is used as a guiding ideology throughout this study.After the chapter of Introduction, this paper consists of seven chapters and a conclusion. Chapter one is the pandect of the whole paper, which discusses the multiple conditionality of the mother tongue education and two peculiarities dedicated popularized and spiral ascended by the modern language education. Each chapter concentrate on one period of the mother tongue education from the second chapter to the seventh chapter, they are:founding period (1897-1928), exploration period (1929-1950), dash period (1951-1965), distortion period (1966-1977), recovery period (1978-1989) and transition period (1990-). Each chapter is written in three sections. The first section intensively introduces and analyzes the relative backgrounds and the last two sections respectively discuss the social mother tongue education and the school tongue education of that period. These two sections will primarily comment the typical events and the characteristic changes around that period when the writer talk over in details.In the second chapter describes the founding period which conducted the reform of literary language, such as:the Phoneticization movement, the Vernacular movement and so on, and promoted the National Language movement which aimed to unify the standard pronunciation with the leading thought of popularization and scientification. Under this influence, vernacular, mandarin and Chinese knowledge enter the school teaching, and the exams and experiments of the mother tongue education reached a climax as well. Therefore, the mother tongue education moved from tradition towards modern. The exploration period lasted from 1929 to 1950 for the mother tongue education indeed move forward along the spirit of the founding period during this time. However, due to most of the time are subjected to the objective effects caused by regime partition and frequent wars, during this period, the mother tongue education didn’t get qualitative ascension. The establishment of the new China changed the former temps of development. High sense of mission, national self-confidence and the famous editorial of "People’s Daily" which postde on June 6,1951, guided the mother tongue education parade into the dash period. Basing on the thought of alphabetization, simplified and extended mandarin were promoted at first. Different from traditional Chinese writing which was started writing from right and followed the principle of vertical composition, modern Chinese writing was completely turned to begin from left and to write on horizontal arrangement. The rhetorical device teaching was best advanced; the research about setting the Chinese as an independent course began; the opinion of Language Tool was specially highlighted... all of these reflected a revolution morale aiming to enhance the entire people’s language ability and constructed the health and pure motherland language. The unrest cultural revolution, however, interdicted this development. At that time, the special political background forced the school mother tongue education step back。The school teaching not only didn’t concern on the training of basic ability, but even the Chinese teaching materials which functioned as model were of ossification and vulgarization. Social terms were majorly occupied by fierce language with full struggles and the discourse modes of "falsehood, boast and bosh". During this time, the mother tongue education entranced a retrogressive period of distortion. From the end of the Cultural Revolution to 1989, the main session and function of the mother tongue education were to revert to goal direction and education level before the Cultural Revolution, so we call this time the period of convalescence. After the nineties, however, humanistic ideas started to resist scientism, the idea of linguistic criterion view gradually turned from retificar to guidance. Network language became the continuous hot with constantly motive power. While the Language-center Speaking rapidly rose up with a posture of being against the Tool View, the grammar teaching encountered the question of Useless theory after over one hundred years of development, and the oral English teaching began to concern on self-discourse happiness of discourse subject through name changing. Unquestionable, the Chinese language education accessed a brand new period of transition after one hundred years of development.In view of the overall thinking for the modern Chinese language education above, the last portion mentions an ideal model of mother tongue capacity. It consists of six elements with certain hierarchy. The modern mother tongue education which doesn’t develop all the capacities and elements evenly, neither considering the hierarchy different between each essential factor isn’t an ideal mother tongue education. Focusing on the inner factors and their hierarchical difference of the ability of mother tongue, as we thought, helps the school mother tongue education walk on an efficient way.更多还原