中学文学教育研究

中学文学教育研究

 

【中文摘要】新标准明确指出：学生是学习的主人,是发展的主体,教育的终极目标是为了促进学生的发展。本文所阐述的“中学文学教育”,就体现了这一理念。其中的“文学教育”是在现行语文课程标准规范下,对学生实施的、融和了文学作品阅读与鉴赏能力培养、情感世界和精神世界建构的教育,以实现中学语文教育任务为,是中学语文新课程教学的重要任务、组成部分、重要途径。人们对中学文学教育寄予厚望,并一致认识到：文学教育问题是中学语文教育课程改革的关键所在。十来年间,不论是理念上,还是实践中,中学文学教育都进行了重大的变革,也取得了很大的成效。但是,中学的文学教育仍然存在不少的问题,语文课仍停留在单纯传授语文知识和训练语言技能上,忽视了语文课中文学教育应具有的展示社会生活、陶冶精神情操和培养审美素养的作用,与新一轮语文课程改革的目标和要求相比还有一定的距离。鲁迅的作品是中学文学教育的重要素材,具有一定的普遍性和代表性,鉴于鲁迅在中学语文文学作品教学中的举足轻重的地位,本文以中学课本中的鲁迅作品为研究对象,通过教学案例对中学鲁迅作品的教学状态进行反思,探讨中学文学教育存在的若干问题,试图找寻解决的途径。本研究采用文本分析法、调查研究法、案例研究法,梳理了2000年以来前人对中学语文新课程文学教育理论相关研究,包括文学教育本质属性的界定、文学教育操作方式的探求、文学教育理论基础的阐述以及对文学教育文化底蕴的追究这几个方面,论述了中学文学教育的,并从历史的角度讲述了文学教育脱离其文学品性的错置状态以及当下中学语文新课程对文学教育的要求。同时,以中学课本中的鲁迅作品为研究对象,通过教学案例对中学鲁迅作品的教学状态进行反思、探讨中学文学教育存在的若干问题；并透过鲁迅作品去思考中学文学教育的存在范式,即文学教育是情感教育、审美教育、民族文化教育。最后,本文针对文学教育中存在的问题,试图找寻解决的途径。在调查研究中,我们发现,新课标理念提倡多元化解读,这也反映在教材与教案中。目前在中学文学教学中,对于鲁迅的作品主题,很多时候教材编写者都采取了比较开放的做法,教参在主题的取舍上也试图更为接近作品的内涵。正因为如此,学生对“鲁迅”的理解也就逐渐摆脱了过去占踞中学鲁迅作品阐释权威地位的政治阐释系统,呈现多元化的趋势,“审美”也逐渐取代了“政治”。尽管如此,我们如果仔细分析当前的一些教科书、教学参考书以及课堂的教学处理,就不难发现,原有的对鲁迅进行政治解读的习惯仍然十分明显,并且,中学生的“感”和“知”其实是分离。知识点化的课堂教学依然充斥着语文课堂,学生的思维被束缚,,文学世界中人的生存形态、精神形态,情感形态的丰富性、鲜活性、深刻性得不到体现。教学模式套路化,急需更新原有的文学观念,开发、转化出一些合宜的文学、文学阅读的新知识,充实到目前的文学教育中,帮助学生建构起更为有效的阅读图式。总之,本论文在上述论述中通过理论与实践的结合,总结了个人在文学教育实践中的一些认识,希望能对语文文学教育实践有所裨益。

【英文摘要】New standard explicitly pointed out that, the student is the master of study the subject of development, the ultimate goal of education is to promote the students’development. This article elaborated the literary education in middle school reflected the concept.One of the “literature educations” is the education that in the current Chinese curriculum standard, the implementation of students, mixed the ability training of readings and appreciation; emotional world and the construction of the spirit world in literary works, In order to realize the task of middle school language education, is an important task, part, way of the new curriculum teaching in middle school.Thesis mainly includes four parts:The first part is the definition of literacy education in middle school. Combed the related research of predecessors to literature education theory in middle school language new curriculum since 2000,including the definition of literature education essential attribute, the pursue of literature education operating mode; education theory basis pursuit, literature and criminal culture of literary education; Discusses the middle school education, the purpose of the literature education and relations of language education and literary; discusses the state literature education misplaced from its literary character from a historical perspective.The second part is the status and thinking in the teaching of the works by Lu Xun works. Mainly make works of Lu Xun in middle school textbooks as research object, by a questionnaire as the basis, through interpretation for Lu Xun to find the problems existing in the teaching process of the classroom and try to seek the behind reason, Explore the teaching idea of the dominant position reflected in the design of these materials with teacher’s teaching of middle school education.The third part is the existence paradigm of literature education. Mainly through the Lu Xun’works to think about the existence of literary paradigms literacy education in middle school. Literature education is a kind of humane education, mainly concentrated in three aspects:the literature education is the emotion education, aesthetic education, national culture education.The last part is the reform course of education literature in middle school. Mainly according to the problems existing in the literature education, try to find solutions.In short, this paper discusses on the above through the combination with theory, Summarizes some personal understanding in literature education practice, hope the Chinese literature education practice can be beneficial.