【作者】 叶军；

【导师】 潘新和；

【作者基本信息】 福建师范大学 ， 语文课程与教学论， 2008， 硕士

【摘要】 首先,简述了历史和现实呼唤语文知识教育的专门史研究,并对语文知识、知识教育观及历史研究的阐释框架予以界定、申明。继而,对20世纪前期采用分期的“聚焦式”研究、评述。清末民初的语文知识教育,“西学渐进”与“复合型知识教育”的解冻使得语文学校知识教育发生“渐变”,德育型知识教育到智育型知识教育的衍变;内部层次,以“应用”为旨归,授之以法的语文知识教授意识萌生,“形式”与“内容”分离的教授法转变,形式法则的知识教育意识凸显。二十年代的语文知识教育,新文化运动与“语文革命”双重作用使得语文知识教育进一步转型。作为“法则”的智育型知识体系确立了相对独立地位;“国学知识”在学科规训制度作用下,其地位呈现出“唯我独尊”到“分庭抗争”的格局。知识教育观上,胡适、梁启超、黎锦熙、沈仲九等深化了语文知识教育继续发展。三四十年代的语文知识教育,文化选择矛盾与常识融合探索及相关学科的发展催生了语文学校知识教育的大发展。现代语文知识教学内容“雏形”基本形成,作为“方法”的现代语文知识型法定地位确立;语文教材的知识呈现方式异彩纷呈;叶圣陶、夏丐尊等的语文知识教育观成熟并影响了此后的语文知识教育实践。更多还原

【Abstract】 In this paper, the author firstly states the need of research on the special history of Chinese language knowledge education. The author also makes a clear definition and declaration on Chinese language knowledge, the perspective of knowledge education and the frame of historical research. And then the author has a focus study and comment on the early 20(th) century’s Chinese knowledge education by time.At the end of Qing dynasty, the Chinese knowledge education met its gradual change and the evolvement from the morality knowledge education to the intellectual knowledge education, which led by the thaw of "learning the west" and "the complex knowledge education". In the interior level, the Chinese language knowledge education also took place great changes in the aim of application, which including the conceiving of inculcate consciousness with methods, the transform of teaching methods with the segregation between format and content and the protruding of the principle of format in the knowledge education.In the 1920s, the Chinese language knowledge education had a further shift under the double effect of the "New Culture Movement" and "the Chinese language revolution". The intellectual knowledge system, as the standard of Chinese language knowledge education, established a comparatively independent status. Under the influence of the disciplinary system, sinology took on a transformation from overweening to equal competition. Also the viewpoint of Hushi, Qichao Liang, Jinxi Li and Zhongjiu Shen pushed forward the development of Chinese knowledge education.In the 1930s and 1940s, the Chinese language knowledge education hastened the great development of school Chinese language knowledge education by the culture choice confliction, the exploration of common sense fusion and the development of correlation subjects. At the same time, modern Chinese language knowledge teaching content rudiment, which presents with diversity, was formed and also established its legal status as methods. The perspective of Chinese language knowledge education proposed by Shengtao Ye, Mianzun Xia formed and influenced the later Chinese language knowledge education practice.更多还原