【作者】 陈爱根；

【导师】 区培民；

【作者基本信息】 华东师范大学 ， 教育， 2007， 硕士

【摘要】 八、九十年代之交，伴随着中国社会的剧变，大众文化它全方位地放逐并且取代了八十年代的相对准‘精英’文化，而成为这个社会当中最主流的、最强有力的文化建构力量，大众文化在我们当代生活当中无所不在。当我们在讨论大众文化该不该进入课堂的时候，实际上已经包含着这样一个事实：大众文化已经存在于我们的课堂，已经渗透到了我们的语文教学中。我们作为语文教育工作者不应该一味回避、批评。我们应该以一种虚怀若谷、海纳百川的态度去审视、挖掘它。《高中语文课程标准(实验)》和《义务教育语文课程标准(试验稿)》两个课程标准在课程资源的开发与利用部分的说明中指出：语文课程资源包括课堂教学资源和课外学习资源，例如：教科书、其他图书、报刊，电影、电视、广播、网络，各种标牌广告等等。课程标准中所述的当代文化、多元文化、多样文化，既应该包括主导文化、精英文化，也包括正在蓬勃发展的大众文化。因此贯彻落实两个语文课程标准要求，在语文课程中积极引进大众文化，完全符合当前课程改革的基本理念和所规定的培养目标。本研究认为，尽管大众文化自身存在着一些弱点和不足，但对此采取开放的、民主的、宽容的态度，有选择地、有控制地将其中有益的东西引入到我们的语文教学中，还是值得探索的。本文尝试运用建构主义理论、潜在课程理论的研究成果，结合语文课程的新理念，通过多视角的研究，深入了解大众文化在中学语文教学中的影响，从文化的层面对语文课程进行分析。全文提出了大众文化进入语文课程合理性的三点理由：一是尊重多样文化的需要；二是关注学生生活世界的需要；三是丰富课程内容的需要。随后，本文对大众文化作为课程内容资源、方式方法资源、课型资源的课程元素作了具体的分析，在深入分析大众文化作为语文课程资源特点的基础上，探讨了大众文化课程资源的价值判断标准和开发利用的原则、策略，并从操作层面提出了大众文化类语文课程资源开发与利用的途径：一是采用主题的形式把大众文化引入语文活动课程、选修课程、校本课程中；二是以比较、对接等方式把大众文化融入语文课堂教学；三是经过鉴别、筛选、净化，优秀的大众文化文本可以直接进入教材体系。本文还列举了几个具体的教学案例进行分析，并提出了将大众文化引进语文课程后应注意的问题。更多还原

【Abstract】 At the late 1980s and early 1990s, along with the dramatic changes in China, popular culture exiled and took the place of expectant "elite" culture, became the most mainstreaming and powerful cultural construction forces. Nowadays popular culture is everywhere in our life. As a unit of society, school is inevitable influenced by popular culture. When we are discussing popular culture should enter the classroom or not, it already contains such a fact: mass culture already exists in our classrooms, and have penetrated into our language teaching. As language educators, we should not avoid and criticize constantly. We should take a humble and compatible attitude to examine and tap it.Two course standards "Chinese course standard of high school (experimental)" and "Chinese course standard of compulsory education (test version)" explain the development and utilization of curriculum resources. They point out that Chinese course resources include classroom teaching resources and extra-curricular learning resources, such as: textbooks, other books, newspapers, magazines, films, television, radio, internet, various advertising signs, and so on. Contemporary culture and diversified culture described in course standards include not only dominant culture and elite culture, but also that popular culture which is growing vigorously. Thus implementing requirements of two Chinese course standards, introducing popular culture to the Chinese curriculum is fully consistent with the basic concept and training objectives of the current curriculum reform.This paper points out that despite of weaknesses of popular culture, it’s still worth introducing some useful things to our Chinese teaching by taking open, democratic and tolerant attitude and using the selective and controlled way. This article attempts to use Constructivist Theory, the study outcome of potential course theories, combines with new concept of Chinese course, finds out influences of popular culture in middle school’s Chinese teaching, analyses the Chinese course from the plane of culture. The article proposes three rational reasons of why popular culture should access to the Chinese course: first, needs of respecting diversified culture; second, needs of concerning about the living world of students; third, needs of making curriculum richer. The article analyses popular culture in details as curriculum content resources, means resources and course element. Inquires into the value judging criteria, principle and strategies in development of popular culture course resource on the basis of analyzing features of popular culture as Chinese course resources. Then puts forward ways in development and utilization of popular culture as Chinese course resource from the operational level: first, leading popular culture into activity course, elective course and school-based course using the theme form; second, mixing popular culture together with Chinese course teaching by the way of comparing and linking up; third, choosing excellent text of popular culture into teaching materials system by distinguishing, screening and purifying. The article analyses several listed teaching cases and posing problems which we should pay attention to after introducing popular culture to Chinese curriculum.更多还原