【作者】 杨晓；

【导师】 王嘉毅；

【作者基本信息】 西北师范大学 ， 课程与教学论， 2009， 博士

【摘要】 在当今中国社会,人文精神的普遍缺失已是不争的事实。人文精神的危机弥漫性地渗透于传递社会价值观念主渠道的基础教育之中。当然,历来被认为具有人文精神传承功能的语文课程也应担当一定的责任。为此,本文以初中语文课程为研究载体,对语文课程中的人文精神进行传承研究,即对初中语文课程中人文精神如何从课程标准到教材到课堂教学的传承过程进行研究。通过对不同层次语文课程进行研究,尝试建构语文课程中人文精神的具体内容;分析不同层次语文课程中人文精神运行的情况,探究其产生落差的原因。旨在为我国语文课程理论发展奠定一定的理论基础;为语文课程标准和教科书的修订服务;为语文教师培训和专业发展服务;探索提升学生人文精神的有效途径,为学生发展服务。根据研究问题,采用比较法、内容分析法和个案研究等研究方法对研究对象进行研究。通过研究得出以下结论和建议。通过对不同时期和国家语文课程标准中人文精神的比较发现:课程标准作为社会历史发展的产物,不断满足时代发展的需要,其具体内容受制于时代发展和制订者的学科知识、专业知识水平;中美两国语文课程标准的共性在于通过语文课程促进学生语言、智力和个性的全面发展。差异在于美国语文课程标准具有实用主义形而下的倾向,具体清晰简洁,易于操作。而中国语文课程标准具有中庸形而上的倾向,全面笼统模糊,让老师难以下手;新世纪语文课程标准着力体现了以人为本的理念,选文标准适应社会要求,注入人文色彩,植入文化因子,却有弱化汉语知识和文学理论知识的倾向。通过对不同时期和不同版本语文教材的分析比较发现:语文教科书作为课程组织的典型载体,整体上力求协调学科内容、社会需求和学生发展的统一;内容上力求平衡教材内容的趣味性和知识性、时代性和稳定性、全球化和民族性之间的关系;练习设计上力求实现工具理性和价值理性的统一。但受社会大环境的影响,其理念上偏重人文性,编排上存在单元之间联系的断裂,文体和单元主题的张力,知识纵向编排不够系统等缺点。通过对不同地区和不同水平教师在课堂教学中人文精神实施现状进行研究发现:课堂教学中的人文精神主要体现在教师和学生能建立良好的关系,学生喜欢学习语文及其老师,教师在课堂上传递课文文本中的人文精神,学生通过学习语文获得一定的对自我、自然、社会的正确认识,掌握一些语文学习方法,思维得到一定的发展。普通教师没有在课堂上更多更好地传递人文精神,其原因在于:理念上对语文课程的功能和人文性认识不够;吃透教材的能力不强;教学模式不能得到实质转化;学科教学方法的使用不够全面;课堂管理和评价策略有待丰富;教师的专业学习、培训和教研不够深入等。通过对课程标准、教科书及课堂教学等三个层次中的人文精神进行研究,发现语文课程中人文精神的传承过程是由众多因素构成的非线性协同学的自组织系统。课程系统内的子系统,即课程标准、教材和课堂教学之间存在着落差,其原因在于:不同语文课程层次之间存在理论与实践的张力;不同语文课程层次之间存在文件与执行的张力;课程标准制订者、教科书编制者和教师之间存在知识水平的差异;课程标准、教材、教师之间的承接不是很好等。根据上述研究结论,针对语文课程不同课程形态样式存在的问题,在课程标准、教材、课堂教学、教师培训等方面提出针对性和可操作性建议,以利于高效传承语文课程中的人文精神,提升学生的人文精神。更多还原

【Abstract】 In contemporary China, it is an undisputed fact that lack of humanism. Humanism crisis exist in society, it penetrates into the basic education which has the function of transmission of social values. Of course, language arts curriculum should also undertake some responsibilities which have transfer function of humanism. With regards to this, the study process of transfer and create on humanism of Chinese curriculum had been conducted, junior high school Chinese curriculum as the carrier, studied how the humanism transmit from curriculum standards to school textbooks to the classroom teaching. This study conduct the research on the different levels of Chinese curriculum, to construct specific content of humanism in Chinese language arts curriculum; Analysis on different levels and structures of humanism in the Chinese curriculum, explore the reasons of the gap. This study aims to settle some theoretical foundation for Chinese language arts curriculum; serve for the revising of curriculum standards and textbooks; serve for the training and professional development of Chinese language teachers; serve for the development of students through exploring the roads of fostering theirs humanism. Therefore, this research utilized comparative law, content analysis, case studies and other research methods, Through empirical research, some conclusions and recommendations have been conducted as following.Through analysis the humanism in different periods, national curriculum standards, the findings are found as following: Firstly, the content of curriculum standards continuous adapt to require of the age, meanwhile, it restricted to the era and the implementer’s recognize level of discipline and students psychological. Secondly, the curriculum standards of Chinese and American have common character which aims at promoting student all-round development. They have different. The standards of American prone to pragmatism, it is specific, clear, concise, easy operation. But, Chinese curriculum standards are moderation, all-around, generality, vague and etc. Thirdly, new age Chinese curriculum standards highlight embody the idea of people-oriented, the standards of the texts selected permeated ideological education, embedded the factors of culture, but more and more weaken the knowledge of Chinese language and literary theory.Through analysis the humanism in different period four kinds of junior high school Chinese language arts textbook, the findings are found as following. Firstly, textbook is typical carrier of the curriculum organization which do its best to coordinate the unify of discipline, society and students; Secondly, content of textbooks make it best to balance relationship between interesting and knowledge, characteristics of its times and stability, globalization and nationality; Thirdly, as far as exercise, it do its best implement the unify of instrumental and value rationality. But, new age textbooks have shortcoming, due to the affects of society surroundings, its idea particular stress in humanistic, as far as the arrangement, there is rupture between the units, there is tensions between style and subject of unit, it is not system on portrait knowledge.We the following conclusions through the research on the situation of humanism in the different areas and teachers of different levels: humanism embodies the good relationship established between teachers and students. Students like studying Chinese curriculum and their teachers. Teachers transmit on humanism in the text and students obtain correct understanding about themselves, nature and society. Students obtain some Chinese learning method and develop their thinking. The reasons that the common teachers don’t transmit on humanism lie in the following : they are less aware of the function and humanity of Chinese-language curriculum in thoughts; teaching model is not essentially transformed; the capability of conducting textbook material needs to be improved and the tactics of classroom management needs to be enriched; professional learning, training and study is should be increased to meet the need of teaching.Through the research on humanism of curriculum standards, teaching material and classroom teaching, the process of humanism transfer and create found to be self organizing system nonlinearity by synergism consisting of more factors. The subsystem in the system of curriculum, namely between curriculum standards, teaching material and the use of teaching materials, presents a great drop. The reasons is as following: Firstly ,the tension of theory and practice exists in different levels and structure of Chinese language arts curriculum; Secondly, the tension of the documents and implement exists in different levels and structure of Chinese language arts curriculum; Thirdly, there are different knowledge level among the makers of curriculum standards, teaching material and teachers; Fourthly, there is not smooth convergence from curriculum standards to teaching material to classroom teaching.This paper analysis the problems existing in the different level and structure of Chinese curriculum, for example curriculum standards ,textbooks and classroom teaching, put forward the targeted and operable proposal which based on the above-mentioned research conclusion, so as to effectively transfer and create humanism of Chinese curriculum and promote students’humanism.更多还原