【作者】 胡虹丽；

【导师】 周庆元；

【作者基本信息】 湖南师范大学 ， 课程与教学论， 2010， 博士

【摘要】 文言诗文是中国特有的文化现象,文言诗文教学是中小学语文教育中一个特殊的领域。自1904年语文独立设科以来,中小学文言诗文教学已走过了百年历史,经历了一个曲折发展的过程。百年来,中小学文言诗文教学的思想、理念、实施究竟有着怎样的演变过程?究竟留下了怎样的经验与教训?为了全面总结百年中小学文言诗文教.学所走过的路程,并在此基础上探讨中小学文言诗文教学的未来发展,本论文运用文献分析、历史比较、案例研究、实地调查等方法,沿着由历史追溯到现实观照到未来构想的基本思路,坚持史论结合、古今结合、中外结合的研究原则,对中小学文言诗文教学的百年演变作了全景式展示,对中小学文言诗文教学的现实作了掘进式揭示,对中小学文言诗文教学的未来作了前瞻式构想。文章前有导论,后有结语,正文分上、中、下三篇。上篇为“历史回顾与反思”。本篇全面梳理了中小学文言诗文教学发展的百年演变历程,从中小学文言诗文教学的目的要求、教材编选、教学方法等方面对中小学文言诗文教学在不同历史时期的演绎过程作了比较具体的历史描述和特征归纳。并结合不同历史时期社会、思想、文化的背景以及不同阶段汉语言文字的发展特点,对不同时期中小学文言诗文教学特点形成的原因作了较深入地分析,力求探寻百年中小学文言诗文教学在价值取向、目的要求、内容变迁、方法沿革等方面的一般规律。文章以1949年新中国成立为界,把中小学文言诗文教学发展的百年历程分为“现代转型”和“当代发展”两大阶段。“现代转型”包括“过渡”“激进”“平和”三个时期。从清末新政到1917年新文化运动爆发之前,中小学文言诗文教学处于由传统“经学”教育向现代国文、国语教育转化的孕育和过渡时期,其主要发展趋势为“延续传统,改良文言”。这个时期的国文教学在教学宗旨上强调的仍然是“忠君”“尊孔”的圣化作用,但也明确地包含了“实用”思想,突出语文教育的工具功能；教学内容上以儒家经典为主,注重选文的经典性,但也在一定程度上考虑时代要求,并注意了由浅入深、由易到难的适切性；教学方法虽然基本上还是传统语文教育方法“读、背、讲”的延续,但不乏对传统教学法的反思和改进之举,并在延续旧法的同时,尝试引进新法。20年代“五四”新文化运动的狂飙突进凝结为强大的“批判传统,抑制文言”的势头,加速了中小学文言诗文教学的现代转型。在国语教育阶段,教育目的已由传授“圣贤之道”转向“练习常用的语言文字”、“使学生有自由发表思想的能力”、“启发想象力及思想力”；教育内容则由文言独霸变成文言与白话并存,并出现由文言文教学逐步过渡到白话文教学的趋势；在标举科学、民主、自由、个性的西方教育思想的影响下,教学方法出现了由被动向主动、由接受到发现、由封闭到开放的历史转轨。1927-1949年,中小学文言诗文教学经历了现代转型的裂变,进入到“反思传统,规范文言”的平和期。在“学科本体建构”的意识和努力下,中小学文言诗文教学基本完成了现代化的革命性演变,现代文言诗文教学的基本框架已经初步形成。新中国成立后,中小学文言诗文教学进入到“当代发展”阶段。中小学文言诗文教学的当代发展包括“起伏”“探索”“融合”三个时期。1949年-1978年,在革命政治话语的统摄之下,中小学文言诗文教学经历两次“大起大落”,在很大程度上迷失了自己的“本性”。主要表现在“政治性解读方式窄化文学价值”和“文学分析范式弱化语言训练”两个方面。文化大革命结束以后,“工具论”长期主导着中小学语文教学。在科学理性的引领下,中小学文言诗文教学进入了“探索期”。一方面,在改变教学目标的模糊性、教学内容的随意性、训练方法的无序性等方面,中小学文言诗文教学向着科学化的方向前进了一大步；另一方面,由于对工具理性的过分推崇,训练的异化使中小学文言诗文教学陷入僵化的模式。“人文论”以矫正语文“工具训练”的姿态出现于90年代之后。在深刻的现代性反思中,中小学文言诗文教学被冷落多年的“文化价值”受到重视,文言诗文教学思路由单一走向融合,“文学鉴赏”得到关注,鉴赏文学作品的过程成为审美发现、情感体验与意义建构的过程。中篇为“现实观照与剖析”。包括“坚守：中小学文言诗文教学的必然需求”和“异化：中小学文言诗文教学的实然审视”两个部分。回溯历史是为了更好地观照现实。“坚守”,这是我们从百年中小学文言诗文教学的发展历程中解读出的一个“关键词”。现代意义上的中小学文言诗文教学是中小学语文学科的课程内容,文章首先从课程论的视角,沿着社会、个人、学科三个层面展开了对中小学文言诗文教学坚守的意义探寻。接着从理论与现实两个角度审视了当前中小学文言诗文教学的困境,并追溯了问题的根源,对当下中小学文言诗文教学在目的、内容、方法、评价等方面的异化现象及成因作了较深入的剖析。文章指出,当下中小学文言诗文教学主要存在“教学目的南辕北辙,教学内容游移不定,教学方法两极分化,教学评价剑走偏锋,教师发展专业缺失”五个方面的异化现象。下篇为“未来前瞻与建构”。探寻中小学文言诗文教学的未来出路,“如何创新”是一个关键问题。文言诗文教学需要在坚守中创新,也需要在借鉴中创新。本篇写作的基本思路是：一方面,在前面纵览历史的基础上,思考文言诗文教学在课程、教材、教法等方面要继承与创新哪些传统经验；另一方面,在比较研究的视野中思考当下台湾、香港的文言诗文教学在课程设置、教材编排、教学方法及评价测试等方面的做法给我们的启示；思考如何把当前各种先进的科学理论,教育理念及中国古代汉语文学研究的最新成果运用到中小学文言诗文教学实践中来。基于这样的思考,把文言诗文教学的过去、现在、未来整合起来,文章提出了加强中小学文言诗文教学的理念和策略：确立“文化本位”的核心理念,构建“整体规划”的教学体系,凸显“诵读教学”的本体地位,树立“时代融合”的课程意识。更多还原

【Abstract】 Classical Chinese Poetry is a unique cultural phenomenon and the teaching of Classical Chinese poetry is a particular field in primary and middle school language and literature. Since Chinese Language was established as an independent subject, it has been over a hundred years for the Chinese poetry teaching, which experienced twists and turns. What changes have taken place to the teaching thought, philosophy and its implementation of classical poetry teaching in the past hundred years? What experience and lessons have left? To fully summarize primary and middle school classical poetry education in the past hundred years, and to discuss the future development of primary and middle school classical poetry teaching, by using the methods of literature analysis, historical comparison, case study and field research, following the basic way of developing the future from the history, in line with the research principle of combing the history with the conclusion, the old with the new, and the foreign with the domestic, the dissertation makes a panoramic presentation to the centurial evolution of primary and middle school classical Chinese poetry teaching, a probing revelation to the current situation of primary and middle school classical Chinese poetry teaching, and a visionary conceptualization to the future teaching of primary and middle school classical Chinese poetry.The dissertation consists of an introduction, a conclusion and the main body, which is composed of three parts. Part One is the Historical Review and Reflection. This part comprehensively studies the centurial evolution of primary and middle school classical Chinese poetry teaching in terms of teaching objectives, teaching materials compilation, teaching methods at different historical periods. Based on the social, thinking and cultural background as well as the development characteristics of Chinese language and Chinese characters, this parts also makes a thorough analysis to the formation of the features of primary and middle school classical Chinese poetry teaching at different periods, trying to find the regular pattern of primary and middle school classical Chinese poetry teaching in terms of value orientation, objectives and requirements, content and method change.Taking the establishment of New China in 1949 as the boundary line, the dissertation divided the centurial evolution of primary and middle school teaching into the following two periods:the modern transition period and the contemporary transition period. Modern transition period includes the transitional, radical and moderate stages. From the period of New Order Reform at the end of Qing Dynasty to the period of the outbreak of the New Cultural Movement in 1917, the classical poetry teaching in primary and middle schools is at the stage of transiting from studying Confucian Classics to modern Mandarin education, presenting the feature of continuing tradition and improving classic Chinese language. What is emphasized in the classic Chinese language in that period is still the holly influence of royalism and esteeming Confucius, however, it also clearly contains the practical orientation, highlighting the instrumental function of language education. The teaching content focus on Confucian texts, lays emphasis on the classicness of selected texts, in the meanwhile takes the demands of the times into consideration, and pays attention to the appropriateness of texts arrangement. The teaching methods are basically the traditional language teaching methods of reading, reciting and explaining, however, there are measures of reflection and improvements. New methods are introduced while the old methods are adopted.The May Fourth New Culture Movement in 1920s developed the momentum of "criticizing the tradition and inhibiting the classical Chinese", which speeded up the modern transition of primary and middle school classical poetry teaching. The teaching objectives has changed from imparting Confucian Morals to practicing common language characters, cultivating students free thinking ability, and developing students’imaginative ability and ability of thinking. The teaching content has changed from sole classical Chinese to the coexistence of classical Chinese and modern Chinese, and the teaching of modern Chinese is gradually replacing the teaching of classical. Under the influence of western education, the teaching method started to change from the passive to active, from receptive to discovery, from closed to open methods. From 1927 to 1949, primary and middle school classical poetry education experienced modern transition, entering the gentle period of "reflecting the tradition and regulating classical Chinese". With the awareness and efforts of subject essence construction, modern revolutionary transition of primary and middle school classical poetry teaching has completed and the basic framework of modern poetry teaching has initially formed.Since the establishment of New China, primary and middle school classical poetry teaching entered the contemporary development stage. The contemporary development stage of primary and middle school classical poetry teaching includes three periods of fluctuation, exploration and syncretization. During the period of 1949 to 1978, governed by the revolutionary and political discourse, the primary and middle school classical poetry teaching experienced drastic ups and downs twice, seriously lost its original nature, which is mainly shown in the two aspects of narrowing literature value by political interpretation and weakening language training by literary analysis paradigm. After the Cultural Revolution, the instrumental view has long dominated primary and middle school Chinese language education. Under the guidance of scientific rationality, primary and middle school classical poetry teaching entered the period of exploration. On one hand, through changing the vagueness of teaching objectives, the arbitrariness of teaching content and the randomness of training methods, primary and middle school classical poetry teaching makes an extraordinary step forward to scientific development. On the other hand, because of excessive emphasis on instrument rationality, dissimilation of training brings the primary and middle school classical poetry teaching into deadlock patterns. Humanism appeared in 1990s as a rectification to instrument training in language teaching. In the profound reflections, cultural value which has been neglected for many years is once again emphasized. Literary appreciation is once again paid attention to, the process of which has developed into the process of aesthetic appreciation, emotional experience and meaning construction. The second part is dialectic analysis of reality, which includes the following two sections:holdout, the necessary demands of primary and middle school classical poetry teaching and dissimilation, the inspection of primary and middle school classical poetry teaching. Reviewing the history is to better look at the present situation. Holdout is a key word that we obtain from interpreting the development history of centurial classical poetry teaching. Modern primary and middle school classical poetry teaching is the main content of primary and middle school Chinese language teaching. This parts first explores the significance of sticking to primary and middle school classical poetry teaching from the three perspectives of society, individuals and discipline. Then it examines the problems that current classical poetry teaching is facing, reviews the causes for the problems and makes an in-depth analysis of the dissimilation of and its causes for primary and middle school classical poetry teaching in terms of objectives, content, methods and evaluation. The dissertation holds that the main problems in current primary and middle school classical poetry teaching are diverging teaching objectives, changing teaching content, polarized teaching methods, deflected teaching evaluation and deletion of teachers’professional development.The third part is future forward-looking and construction. How to innovate is a key issue in exploring the future primary and middle school classical poetry teaching. The basic line of this part is as follow:on one hand, on the basis of studying the history, the part discusses what primary and middle school classical poetry teaching should inherit and innovate in terms of curriculum, textbook and teaching methods; on the other hand, it discusses the implications that we can get from the classical poetry teaching in Taiwan and Hongkong in terms of curriculum design, textbook compilation, teaching methods, evaluation and testing, and how to apply current advanced scientific theories, education ideas and the latest research achievements into primary and middle school classical poetry teaching. Based on these discussions, the dissertation integrates the past, the present and the future of classical poetry teaching, proposes the concept and strategy of strengthening primary and middle school classical poetry teaching, establishes the core idea of cultural basis, constructs the teaching system of integrated planning, highlights the dominant position of chanting teaching, and sets up the curriculum awareness of epoch connotation.更多还原