【作者】 彭淑君；

【导师】 蒋士会；

【作者基本信息】 广西师范大学 ， 课程与教学论， 2007， 硕士

【摘要】 新时期的教育要求教师把学生素质的提高、能力的发展作为教学的首要目的。语文教育也应当有意识地结合学生的生活实际和各类课程资源去开发挖掘新课程中蕴含的教育意义,培养学生的文化底蕴和精神气质,实现工具性和人文性的统一。要实现这个教育目标仅仅靠书本、教材和资料是远远不可能达到的,因此,在课程实施中如何对语文新课程实施二次开发,使学生在应对考试的同时不耽误人文素质的培养和个体精神的成长就成为了目前语文教育在尴尬的社会现实中回归教育本质的推进点。那么,在具体教学实践中新课改中的教育理念落实得如何,语文教师对新课程的二次开发处在什么水平,在多大程度上促进了学生心灵的成长,本研究就这些问题对湖南省沅陵县金山中学高中语文教学进行了调查研究。在后现代课程观的背景下,课程理论专家根据课程的不同存在状态把课程分为理想的课程、正式的课程、领悟的课程、运作的课程和经验的课程,二次开发新课程正是在领悟的、运作的、经验的课程这个实践层面应运而生的。二次开发语文新课程的过程是一个为了实现教育目标充分调动参与者积极性,系统利用课堂内外教育资源,使语文课程从静态走向动态,从历史走向现实,从文本走向精神的过程,其目的是为了能真正发挥出新课程的教育价值,促进学生精神的成长。它立足于教师自己的课程理论和实践知识,直接指向具体生动的课堂教学。二次开发新课程是指在基本认同、深刻理解课程文本的编写意图和目的的基础上,对课程目标与内容进行的再开发。二次开发的实质是指在学校教育实践领域中与课程实施过程相融合,在原有新课程的基础之上,对课程目标和内容的丰富、活化、延伸或适当修改。其目的是为了使新课程作为学生学习资源的在二次开发中实现最佳的教育效果,使学生不仅能在语文新课程中学有所获,还能获有所启,在精神层面上获得成长发展。高中语文新课程以专题为单元结构,以三维发展目标为中心设计综合学习单元和课后思考练习题等特点为二次开发新课程留下了广阔的开发空间,但笔者在调查中发现二次开发依然存在不少有待改进之处。本研究结合对湖南省沅陵县金山中学高中语文教学的调查研究将存在的不足总结如下:二次开发的主体:学生参与开发意识薄弱,主要依靠教师;二次开发的目的:以锻炼学生的理性分析能力为主,对学生其他素质的发展考虑不周;二次开发的过程:以理解教材,掌握语文知识为先,对学生心灵世界的关照不到位;二次开发的方式:缺乏科学、系统的指导和学习,主要依靠参考资料和教师既有的知识储备和专业能力;二次开发的资源:比较单一、狭窄,现有资源得不到充分有效的利用。针对这些问题,本研究相应地从五个方面提出了建议:提高师生主体开发意识;落实新课程三维发展目标;鼓励学生互动,适时运用合作学习;完善教师培训内容,切实提高教师二次开发的能力;挖掘和创造主体性与非主体性课程资源。更多还原

【Abstract】 it is required that teachers should take the improvements of student’s qualities and abilities as the most important aims in the new period education. Chinese education should consciously integrate student’s lives and all kinds of curriculum resources into the development of educational value in order to cultivate students’culture qualities and spirits and to achieve the unity of humanity and Instrumental of Chinese curriculum. To achieve this objective it is not enough that only depending on using textbooks and reference materials. So, it is the pushing-point of making Chinese education return to educational nature,that is to re-develop the new Chinese curriculum during the curriculum implement progress and be sure not to delay developing student’s qualities while keeping they making high scores in tests. But these ideas are seldom carried out in practice. Then, how about the implements of new curriculum reform in practical situation? What stages do the Chinese teachers in as they having re-developed the new curriculums? What levels do Chinese teachers on as they having promoted students’spirits growth? In order to solve these questions author did research in JINSHAN Middle School of YUANLING County HUNAN Province.Curriculum specialists classify the curriculum as ideological curriculum, formal curriculum, perceived curriculum, operational curriculum and experiential curriculum through its diverse status under the background of postmodern curriculum. The conception of re-development is just generated after these ideas such as perceived curriculum, operational curriculum and experiential curriculum emerged. Re-development is a process of mobilizing participant’s initiative and enthusiasm and systematically utilizing educational resources to achieve the educational aims, and it also is a transformation from static state to dynamic state, from history to reality in order to bring the educational value into play, that means to cultivate students’spirits. It is based on Chinese teachers’curriculum theories and practical knowledge,directing to specific class teaching,and it is also different from curriculum development of specialists and also different from practical teaching progress.The re-development of new curriculums is once more again to develop the aims and contents of curriculum under the ground of comprehending its compilations and targets. The nature of re-development is integrated smoothly into the progress of teaching which is to correctly enrich, activate, extend and fix the aims and contents of curriculums on the base of respecting the original materials. The aim of re-development is to demonstrate the best educational effect of new curriculum as studying materials and to make students learning something and being enlightened at the spirit level through the Chinese education.The structure which based on subject unit and the design of synthetic learning unit and open exercise which around the three-dimensional development targets are the characteristics of new Chinese curriculum, these have left vast exploitation space for re-development. But in our research, there still exist some deficiencies in the progress of re-development. Five kinds of problems are summarized based on the researching materials of JINSHAN Middle School of YUANLING County HUNAN Province and interview materials of students and teachers in the school which followed by: the subject of re-development: the participation consciousness of students are weak, mainly depending on teachers; the aims of re-development: be inclined to training students’reason analytical abilities while pay little attention to develop students’other qualities; the progress of re-development: be inclined to grasp Chinese fundamental knowledge while seldom take the intelligent world of students into account; the pattern of re-development: be lack of correct and systematic guidance while mainly relying on reference materials and teachers’available knowledge and abilities; the resources of re-development: be unitary and shortage while the available resources can’t be efficiently used.Against these problems, five kinds of advices are putted forward: to raise teachers and students’subjective consciousness; to put three-dimensional development targets into effect; to encourage students take part in class and to adopt cooperative learning method appropriately; to perfect the content of teacher training course in order to upgrade Chinese teachers’re-developing abilities; to dig and create the subjective and objective curriculum resources.更多还原