語(yǔ)文教學(xué)與人文關(guān)懷.pdf

1、語(yǔ)文教學(xué)與人文關(guān)懷中文摘要純“工具性”的語(yǔ)文教學(xué)觀過(guò)分強(qiáng)調(diào)知識(shí)技能的重要性，知識(shí)目標(biāo)至高無(wú)上，只重視對(duì)學(xué)生進(jìn)行知識(shí)的傳授和技能的訓(xùn)練，學(xué)生成了灌輸知識(shí)、接受知識(shí)的機(jī)器，中學(xué)生熱情似火的內(nèi)心世界成了被遺忘的角落。這種片面的教學(xué)觀，挫傷了師生雙方教與學(xué)的熱情，尤其是作為學(xué)習(xí)主體的學(xué)生，喪失了學(xué)習(xí)語(yǔ)文的興趣，使本來(lái)最具情趣、最具人性美的語(yǔ)文教學(xué)變成了蒼白、無(wú)生氣的知識(shí)之學(xué)、技藝文學(xué)，因此，尋找回語(yǔ)文教學(xué)長(zhǎng)期以來(lái)被忽視的人文性質(zhì)，充分發(fā)揮人文關(guān)

2、懷在語(yǔ)文教學(xué)中的重要作用，使學(xué)生的語(yǔ)言與精神同步成長(zhǎng)，便成為當(dāng)務(wù)之急。關(guān)于“人文關(guān)懷”這一論題，已有語(yǔ)文教育界的專家、學(xué)者對(duì)其中的相關(guān)問(wèn)題作過(guò)探討，但把語(yǔ)文教學(xué)與人文關(guān)懷加以整合研究并結(jié)合實(shí)踐進(jìn)行探討，卻略嫌不足。本文試圖運(yùn)用當(dāng)代教育學(xué)、心理學(xué)、哲學(xué)、教育文化學(xué)和文學(xué)解讀學(xué)的理論，結(jié)合己有的研究成果和自己十幾年來(lái)的教學(xué)實(shí)踐，對(duì)語(yǔ)文教學(xué)中的人文關(guān)懷進(jìn)行初步探討。全文遵循認(rèn)識(shí)規(guī)律，對(duì)在語(yǔ)文教學(xué)中如何實(shí)施人文關(guān)懷問(wèn)題由淺入深地分以下部分進(jìn)行了

3、探討:第一部分闡釋人文關(guān)懷的含義，思想基礎(chǔ)及其意義。該部分對(duì)人文關(guān)懷的概念做出了界定，并論述了人文關(guān)懷所具有深刻的本體論和主體論思想基礎(chǔ)，揭示出它最重要的意義是對(duì)語(yǔ)文教學(xué)“純工具”觀的否定。第二部分闡述人文關(guān)懷的教學(xué)特征。該部分運(yùn)用教育學(xué)、教育文化學(xué)的有關(guān)理論，論述了具有人文關(guān)懷的語(yǔ)文教學(xué)不同于只重知識(shí)、技能的語(yǔ)HumanCultureAndSolicitudeinChineseTeachingAbstractTheChinesetea

4、chingmethodologyof“PureTool“overemphasizestheimportanceofknowledgeandskill.“PureTool“believesthatacquiringknowledgeisthetoppriorityandemphasizesthanstudentsobtainasmuchknowledgeaspossibleandpracticeextensiveskills.Studen

5、tsbecomemachinestoacceptknowledgeandskillsbutlosetheinterestoflearningandthrillingofsoul.Thisnarrowmindedmethodologyhurtstheenthusiasmofinstructorstoteachaswellasofstudentstolearn.Especiallythestudentswhoarethemainfocuso

6、fteachingandlearninglosstheirinterestsinlanguagelearning.ThissituationmakestheChineseteachingoriginallyinterestingandfullofbeautyofhumanityapaleandlifelessteachingofknowledgeandskills.Thereforetetrievethelonglosthumanity

7、inChineseteachingtoexpendtherolesofhumancultureandsolicitudeandtomakestudentslanguageabilityaswellastheirsoulgrowatthesamepagebecomeourcurrenttoppriorities.Althoughmanyaspectsofhumancultureandsolicitudehavebeendiscussedb

8、yresearchersinChineseteachingandlearningathoroughresearchonthefunctionofhumancultureandsolicitudeinChineseteachinganditspracticerolesseemsfallshort.ThisthesisintendstodiscusstherolesofhumancultureandsolicitudeinChinesete

9、achingbasedontheoriesofcontemporarypedagogypsychologyphilosophyandliteraturereadingandunderstandingtheoryincombinationwithcurrentresearchresultsaswellasauthorsovertenyearspersonalteachingexperience.Basedonthetheoryoflear

10、ningandunderstandingthethesisdiscusseshowtoimplementhumancultureandsolicitudeinChineseteachinginthefollowingchaptersstepbystep.Part1explainsthemeaningtheoryoffoundationandthesignificanceofhumancultureandsolicitude.Thisch

11、apternotonlydefinestheconceptofhumancultureandsolicitudeanddiscussesitsfoundationofsubjectiveandobjectivetheoriesbutalsomostimportantlynegatesthe“PureTool“methodologyinChineseteaching.Part2describesthecharacterizationofh