【作者】 湛玉钊；

【导师】 董小玉；

【作者基本信息】 西南大学 ， 课程与教学论， 2013， 博士

【摘要】 课程的基本问题是课程内容的问题,语文课程知识是语文课程内容的主要组成部分。没有离开了语文课程知识的语文课程,适当的知识才能建构合符意图的能力。编制课程的一个重要前提条件,就是对知识的状况有一个恰当的认识,并选择和组织知识。由于人们把语文知识教学所出现的问题,放大为语文知识教育的问题,将矛头指向了语文课程知识,所以,新课程改革后,语文课程增大了人文的份额,语文课程知识的地位有所削弱。新课程改革要求更新一些“观念”,却并没有更新维持“观念”的语文课程知识；在不改变语文课程与教学内容的前提下,以语文教学方法为中心展开语文课程改革是不能实现改革的目的的,因为是内容决定方法,而不是方法决定内容,方法的本质就是呈现教学内容。课程内容的选择和重构是课程改革的核心,语文课程内容的重新调整和构建是语文课程改革的核心；以前对语文课程知识的研究,常常局限在已有语文课程知识的内部增删和调整,没有提高到除旧纳新的高度。本研究以当代知识观为依据,基于教材的视角来对语文课程知识进行反思和建构。遵循“当代知识观→基于知识观对语文教材中课程知识的反思→国外母语教材中课程知识状况及启示→基于语文教材的课程知识的建构”的逻辑展开论述来研究语文教材中的课程知识问题。从论文的框架看,整个论文分四章：第一章：作为本研究依据的当代知识观。当代知识观有着重要的教育学价值,因为知识的选择需要知识观作价值判定,知识的组织涉及知识的结构和类型,知识呈现和传递涉及知识的性质与类型；语文课程知识的反思与建构同样涉及语文知识的选择、组织、呈现和传递等问题；当代知识观不仅是语文课程知识更新的依据,也是我们提倡探究学习、建构学习与合作学习的依据。当代知识的性质发生了转变：一是从本体性的知识观转为主体性的知识观,这种转变是由于知识观的哲学基础从“认识论”转变为“存在论”引起的；二是由静态性的知识观转向动态性的知识观。传统的哲学认识论所阐述的知识观是一种静态的知识观,动态性的知识观认为知识具有文化性、不确定性、境域性和价值性等基本性质,动态的知识观用发展、变化的观点把握知识的本质和性质。这一章还论述了国外学者对知识的分类和我国学者对语文知识的分类,并针对这些分类进行了思考,认为对语文课程来说,在知识分类中需纳入人文价值性知识。第二章：基于知识观上的当前我国语文教材课程知识的反思。课程改革后的新课标语文教材有了一些新元素：首先是语文教材体现了一些新的理念：充分体现课程标准中提出的新理念；确立学生在语文学习中的主体地位和促进学习方式的转变；编者话语渗透平等对话的理念,话语显得生动活泼、亲切自然；选文倾向于多元化的和谐兼容,弘扬人文精神和现代意识,兼顾传统与现代；其次是教材内容结构的新变化：以主题组元作为单元组织方式的编写体例,改造传统教材以文体组织单元的单元结构；注重言语实践活动和设置综合实践活动学习；编排名著推荐与阅读活动栏目。这部分也对语文教材课程知识状况统计：首先是在主体论和动态性知识观下对语文教材语言运用知识进行了统计；其次是在广义知识观下对语文教材课程知识进行了统计。这部分还对语文教材中存在的语文课程知识问题进行了探讨：主体论和动态性知识观下语文教材缺乏语言运用知识；广义知识观下的语文教材存在的课程知识问题及其分析;语文教材“主题组元”对语文课程知识呈现的遮蔽。第三章：考察了国外母语教材的课程知识状况。通过考察国外母语教材的课程知识状况,发现：第一,母语教材中的课程知识科学实用,这是因为实践性课程研究范式和语言学的新发展对母语知识更新产生的影响；同时母语教材中的课程知识要素多样,包括文学知识、语言知识、文体知识、文化知识等。第二,母语教材中的课程知识以陈述性知识为辅,以程序性知识、策略性知识为主。第三,国外母语教材对母语课程知识的呈现方式注重情境化、活动化、人性化、综合化。第四章：基于教材视角建构我国语文课程知识的思路与策略。第一,重新确立人与知识的意义关联。人与知识的认识关系是对“主体”的压制,知识对人的生存意义建构是对“主体”的张扬。第二,语文教材应对各种知识的调整、吸纳和改造。语文教材中的课程知识要以程序性知识为主,语文教材需要保留和增加相关的陈述性知识,语文教材需要增加相应的语用学知识,语文教材需要精选文化知识。第三,语文课程知识的教材呈现策略。语文教材对课程知识呈现的应变“主题组元”为“语用系统”,课程知识在语文教材中的呈现采取生活化、动态化、境域化的方式,语文教材的单元主题要以语言的学习作为目标,以及形成能级梯度序列;并设计好语文教材中的练习题的知识呈现方式。更多还原

【Abstract】 The basic question about curriculum is the question about curriculum content, Language knowledge is the main component of Chinese curriculum content. Chinese curriculum cann’t leave the language knowledge, ability complied with intention can be constructed only through the suitable knowledge.The proper understanding of the condition of knowledge, and the selection and organization of knowledge is an important prerequisite for designing curriculum. Because people take the problem about teaching of the language knowledge as amplification for problem about education on Chinese knowledge, it was considered that the problems were concentrated on the Chinese knowledge, the humanism contents was been added to Chinese curriculum after the New Reformation of Curriculum, and the value of Chinese knowledge was been weaken.It was been asked to refresh some concepts in the New Reformation of Curriculum,but was not been asked to refresh the Chinese knowledge which maintain the concepts. Taking the Chinese teaching method as the center to carry out reformation of the Chinese course can not achieve the purpose of reformation without altering the language curriculum and teaching content,because the content decides method, and the method can’t decide content, the essence of the method is the presentation of teaching content.Choice and reconstruction of curriculum content is the core of curriculum reformation. To readjust and reconstruct the curriculum content is the core of reformation of Chinese curriculum. Previous studies on knowledge of Chinese curriculum, often were confined to the internal additions and adjustment about the existed knowledge of Chinese curriculum, but the old knowledge were not removed and the old knowledge were not absorbed. The knowledge of Chinese curriculum is reflected and Constructed from the perspective of educational materials in the course level based on the contemporary knowledge view. Study on the knowledge of Chinese curriculum is discussed as follow:Analysis of the contemporary view of knowledge→Rational Reflection on the knowledge of Chinese curriculum based on view of knowledge→Study on the knowledge of Language curriculum in foreign countries→Reconstruction about Knowledge of Chinese curriculum based on the contemporary view of knowledge.On the framework, the whole thesis is divided into four chapters:The first chapter:Analysis of the contemporary view of knowledge taken as the basis of study. The contemporary view of knowledge is an important educational value, Because the choice about knowledge needs the view of knowledge as criteria on judgment about value, the organization of knowledge relates to the structure and types of knowledge, The knowledge of presentation and delivery relates to the knowledge of nature and types; Reflection and construction of the knowledge of Chinese curriculum also relates to Chinese knowledge of selection, organization, presentation and delivery etc..The contemporary view of knowledge is not only the renewal basis of knowledge of Chinese curriculum, We also advocate inquiry learning, constructivist learning and cooperative learning on the basis of it. The nature of contemporary knowledge has Changed:One is from the ontological view of knowledge to the subjectivity of the view of knowledge, which is caused by the philosophical foundation of the view of knowledge, the philosophical foundation has transformed from "the epistemology" for "the ontology". The second transition is from the static view of knowledge to the dynamic view of knowledge. The knowledge is considered to be static in the traditional philosophical epistemology. In the dynamic view of knowledge, the knowledge is not only considered to be objectivity, certainty, universality and neutrality,but also Culture, uncertainty, situational and value. The essence and nature of knowledge is grasped by development, changing point of view in the dynamic view of knowledge. The classification of knowledge of foreign scholars and the classification of Chinese knowledge of Chinese scholars is also discussed in this chapter,and these classifications are analyzed, the knowledge of humanistic value should be incorporated into the Chinese curriculum in knowledge classification.The second chapter:the reflection of Chinese curriculum content based on the view of knowledge.Chinese textbook,which based on the new curriculum standard,got some new elements aftercurriculum reformation:first,the new views was been shown in the Chinese text book,which was been proposed in the new curriculum standard;the Chinese textbook accelerate the reform of study ways of Chinese textbooks,confirm the students’ subject status in Chinese language study;the selected text in the textbook contains traditional and the modern,accelerate the textbook to be diversification and contemporary;the views of the writer has been changed,the content of text cordial and lively, readably;theliterary pieces totality and the quantity totality of the new textbook both below the traditional textbook.Thesecond,the textbook structure changed:set texts as a unit based on themes,break the style based on the literaltexts;the textbook pays attention to language practices,Integrated learning becomes the delight point; the textbook set the recommendation and reading practices.Thischapter has statisticthe Chinese curriculum knowledge:First,statistic the Chinese languagewhich applies in the view of Subject theory and dynamic view;Sencond, the chapter statistic the Chinese curriculum knowledge based on the general concept of knowledge.This chapter also discussed the problems of the Chinese textbook:lack of language practicel in the Subject theory and dynamic views,the curriculum problems, hiding the curriculum knowledge by the theme-based units.The third chapter:study on the knowledge of Language curriculum in foreign countries. Through the study on the knowledge of foreign language curriculum, these Enlightenments are Found:Firstly, the knowledge of language curriculum is scientific and it is very helpful to practice,which is because the influence of the practical curriculum research paradigm and the new development of Linguistics on renewal of native language knowledge; at the same time, a variety of language knowledge, simultaneously the language knowledge variety is diverse, including literature knowledge, language knowledge, literary style knowledge, cultural knowledge and so on. Secondly, declarative knowledge is taken as auxiliary knowledge, procedural knowledge and strategic knowledge is taken as main knowledge in knowledge of native language curriculum. Thirdly,the presentation on knowledge of native language curriculum in foreign native language textbooks focus on the situation, activities, humanization, integration, and the integrated use of multi-disciplinary knowledge.Fourth chapter:The ideas and Strategies of construction about Knowledge of Chinese curriculum. Firstly, to re-establish the meaning relationship between the human and the knowledge. Understanding of the relationship between man and knowledge is the suppression of "subject", to construct knowledge of meaning to human existence is the publicity of "subject". Secondly, all kinds of Chinese knowledge should be adjusted, absorbed and transformed in Chinese curriculum. Procedural knowledge should be main knowledge in Chinese curriculum, chinese curriculum need to retain and to increase some related declarative knowledge, Chinese curriculum need to increase the corresponding pragmatic knowledge, Chinese curriculum need to carefully select cultural knowledge. Thirdly, the strategy of presentation about the knowledge of Chinese curriculum in Chinese educational material. To construct the training system which presents the knowledge of Chinese curriculum, to take life, dynamic, contextual way to present the chinese knowledge, Unit theme should be organized through learning on the language, as well as the sequence of the energy level gradient should be formed in Chinese educational material; and the mode of presentation about knowledge should be Carefully designed in exercises.更多还原