《語文課程標準》評析.doc
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《語文課程標準》評析,7.8萬字 64頁碩士論文摘要：隨著新課程改革的深入發(fā)展，語文的教學實踐也遭遇到前所未有的壓力?！墩Z文課程標準》是指導(dǎo)語文教學實踐的綱領(lǐng)性、法規(guī)性文件，是語文教學實踐必須遵循的準則。它的科學與否，關(guān)系到我們的語文教育是否能夠盡快地走出困境。所以本論文擬采用文獻考察和理論分析相結(jié)合的方式，在充分了解語...
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《語文課程標準》評析
7.8萬字 64頁
碩士論文
摘要：隨著新課程改革的深入發(fā)展，語文的教學實踐也遭遇到前所未有的壓力。《語文課程標準》是指導(dǎo)語文教學實踐的綱領(lǐng)性、法規(guī)性文件，是語文教學實踐必須遵循的準則。它的科學與否，關(guān)系到我們的語文教育是否能夠盡快地走出困境。所以本論文擬采用文獻考察和理論分析相結(jié)合的方式，在充分了解語文教育改革歷史演變和現(xiàn)狀的基礎(chǔ)上，以《語文課程標準》為切入點，探討分析其對語文教育發(fā)展的作用，進而嘗試提出相應(yīng)的對策和建議。
要正確理解這次的語文新課改，必須深入了解指導(dǎo)這次新課改的新的教育理念和課程觀，以及我國語文教育在歷史上發(fā)展的狀況和它在國際國內(nèi)所處的位置，才能站在更寬闊的視角上來審視這次語文新課程改革的得失和成敗。
1905年9月，滿清政府宣布?？婆e，興學堂，開始了長路漫漫的“西方學步之旅”。但是還僅僅表現(xiàn)出由介紹、翻譯轉(zhuǎn)向評述而已，即便是有少許實踐研究也離形成我們真正自己的教育思想體系還有相當大的距離。而西方與此同時則進行了三次大規(guī)模的教育改革。
現(xiàn)代語文教育自1904年清政府“癸卯學制”規(guī)定語文單獨設(shè)科，至今已有100多年了，但現(xiàn)狀仍不盡如人意，盲目性、功利性仍是當前語文教學中普遍存在的問題。為什么表面熱鬧、花樣翻新的語文教育一直難以走出低谷呢？這不僅讓我們懷疑“漢語發(fā)展”的合理性。也許我們無法否認，自上個世紀以來，由于眾所周知的原因，漢語一直處在被壓抑和被控制的窘境之中，它的精神和思想不可避免地受到西方意識形態(tài)的浸潤，而自身的文化傳統(tǒng)卻面對著越來越嚴重的危機局面。
這次語文課程標準改革，一改以往歷次教學大綱只是在行為表述上的修改，從語文學科的性質(zhì)和地位、基本理念、課程目標、教學評價等原則性問題上提出了嶄新的論斷，是真正意義上關(guān)于語文教學的革命。首先它提出了以建構(gòu)主義作為新課程標準的核心理念；其次，“人文性”的提出提升了語文學科的內(nèi)涵；第三，它注重語文的實踐性表明了語文知識傳授重點的轉(zhuǎn)變；第四，“語文素養(yǎng)”的提出標志著語文學科的目的理念發(fā)生了質(zhì)的飛躍；第五，語文教材也完成了教本到讀本的轉(zhuǎn)變。
作為新課程改革的綱領(lǐng)性文件，《語文課程標準》較以前的教學大綱在理論上無疑具有新的突破。然而，它也并非沒有值得完善和改進的地方，在當前課改進程中，我們不難發(fā)現(xiàn)它還存在著不少問題，亟需我們?nèi)ヌ剿?，去研究。所以，《語文課程標準》必須從教育實踐的基礎(chǔ)上加以完善，才有可能使這次新課改真正地走下去。
關(guān)鍵詞：語文 課程標準 改革 理念 反思
Abstract：The thorough development reforms which along with the new curriculum, the Chinese teaching practice also encounters to the unprecedented pressure. "Chinese Curriculum Standard" is instructs the Chinese teaching practice the programmatic quality, the laws and regulations document, is criterion which the Chinese teaching practice must follow. Its science or not, relates our language to educate whether can go out the difficult position as soon as possible. Therefore the present paper plans the way which uses the literature inspection and the theoretical analysis unifies, in the full understanding Chinese education reform history evolution and in the present situation foundation, as cuts into the spot take "Chinese Curriculum Standard", the discussion analyzes it to the Chinese education development function, then the attempt proposes the corresponding countermeasure and the suggestion.
Must correctly understand this language New class changes, must thoroughly understand instructs new education idea and curriculum view which this new class changes, as well as our country language education the condition which develops in the history and it in the position which international domestic locates, can stand in a broader angle of view carefully examines the success and failure and the success or failure which this language New curriculum reforms.
In September, 1905, the Qing government announced stops the imperial civil service examination, is popular the school, started the long road endless "a west study step of travel". But also merely displays by the introduction, the translation changes the narration, even if has the little practice research also to leave forms we true own education ideology also to have the quite great distance. But the west has at the same time carried on three large-scale educations reforms.
Modern Chinese education from 1904 Qing government "Kui Mao educational system" stipulation Chinese alone Establishes the Subject, until now already some more than 100 years, but present situation still not entirely as desired, blindness, the utility still was in the current Chinese teaching the universal existence question. Is the surface why lively Chinese education which disguises the old as the new to go out the trough continuously with difficulty? This not only lets we suspects "Chinese development" the rationality. Perhaps we are unable to deny, since an on century, as a result of the well known reason, Chinese continuously has occupied is constrained with in the predicament which controls, its spirit and the thought inevitably receive the west ideology infiltrating, but own cultural tradition actually is facing the more and more serious crisis aspect.
This Chinese curriculum standard reform, as soon as changed formerly successively the program of instruction only was indicates on in the behavior the revision, from Chinese discipline nature and status, basic idea, curriculum goal, teaching appraisal and so on principled in the question proposed the brand-new judgment, was in the true significance about Chinese teaching revolution. First it proposed constructs the construction principle to take the new curriculum standard the core idea; Next, "humanities" proposed has promoted Chinese discipline connotation; Third, it paid great attention to Chinese the practicality to indicate the Chinese knowledge instruction key transformation; Fourth, "Chinese accomplishment" proposed symbolized Chinese discipline goal idea has had the quantities leap; Fifth, Chinese teaching material has also completed teach book to the textbook transformation.
Platform reforms which as the new curriculum, "Chinese Curriculum Standard" compared before the program of instruction in theoretically had the new breakthrough without doubt. However, it by no means has not also been worth consummating and the improvement place, reforms in the advancement in the current curriculum, we are not difficult to discover it also has many problems, urgently needs us to explore, studies. Therefore, "Chinese Curriculum Standard" must perform from in the education practice foundation to consummate, only then has the possibility to cause this new curriculum to reform truly goes down.
Keyword： Chinese，course criterion，reformation，idea，rethink profoundly
目 錄
前 言 6
第一章 《語文課程標準》的頒布 9
一、《語文課程標準》制訂的背景 9
（一）教育理論的改革：一個高潮迭起的世界話題 9
（二）語文教育的革命：令人沉痛的世紀難題 13
二、語文改革的歷史流變 18
（一）語文的淵源 18
（二）艱難的歷程 22
第二章《語文課程標準》——語文教學的革命 28
一、以建構(gòu)主義作為新課程標準的核心理念 28
（一）倡導(dǎo)“合作”的學習方式 29
（二）倡導(dǎo)“探究性”的學習方式 30
（三）倡導(dǎo)“綜合性學習” 31
二、“人文性”的提出提升了語文學科的內(nèi)涵 33
（一）注重情感，以人為本——從“思想性”到“人文性”的轉(zhuǎn)變 33
（二）人文性在語文課程改革中的實施 35
三、注重語文的實踐性表明了語文知識傳授重點的轉(zhuǎn)變 36
（一）從重系統(tǒng)知識到重應(yīng)用知識 37
（二）從重理性知識到重感性知識 37
（三）從重掌握知識到重運用知識 38
四、語文素養(yǎng)——新課程標準的目的理念 39
（一）“語文素養(yǎng)”內(nèi)涵和意義的理解 39
（二）現(xiàn)代社會需要怎樣的“語文素養(yǎng)”？ 41
（三）如何培養(yǎng)學生的“語文素養(yǎng)” 42
五、語文教材——由教本到讀本的轉(zhuǎn)變 42
（一）教材的內(nèi)涵 43
（二）如何創(chuàng)造性地使用教材 43
（三）新教材的特點 44
第三章《語文課程標準》存在的問題及反思 46
一、重新審視語文課程的性質(zhì) 46
（一）對于“工具性和人文性的統(tǒng)一”的質(zhì)疑 46
（二）關(guān)于語文的本體和她的載體——課程 48
二、制約語文課程改革的評價制度：高考 53
（一）我國現(xiàn)行的教育體制決定了高考制度仍是課程的最終評價方式 54
（二）我國的高考制度應(yīng)如何改革才能體現(xiàn)課程評價的價值 56
三、內(nèi)在超越——《語文課程標準》的重新定位 60
（一）教育的墮落——近百年來的文化批判與反思 60
（二）著眼于文化批判與生成的建構(gòu)性課程 62
致 謝 65
7.8萬字 64頁
碩士論文
摘要：隨著新課程改革的深入發(fā)展，語文的教學實踐也遭遇到前所未有的壓力。《語文課程標準》是指導(dǎo)語文教學實踐的綱領(lǐng)性、法規(guī)性文件，是語文教學實踐必須遵循的準則。它的科學與否，關(guān)系到我們的語文教育是否能夠盡快地走出困境。所以本論文擬采用文獻考察和理論分析相結(jié)合的方式，在充分了解語文教育改革歷史演變和現(xiàn)狀的基礎(chǔ)上，以《語文課程標準》為切入點，探討分析其對語文教育發(fā)展的作用，進而嘗試提出相應(yīng)的對策和建議。
要正確理解這次的語文新課改，必須深入了解指導(dǎo)這次新課改的新的教育理念和課程觀，以及我國語文教育在歷史上發(fā)展的狀況和它在國際國內(nèi)所處的位置，才能站在更寬闊的視角上來審視這次語文新課程改革的得失和成敗。
1905年9月，滿清政府宣布?？婆e，興學堂，開始了長路漫漫的“西方學步之旅”。但是還僅僅表現(xiàn)出由介紹、翻譯轉(zhuǎn)向評述而已，即便是有少許實踐研究也離形成我們真正自己的教育思想體系還有相當大的距離。而西方與此同時則進行了三次大規(guī)模的教育改革。
現(xiàn)代語文教育自1904年清政府“癸卯學制”規(guī)定語文單獨設(shè)科，至今已有100多年了，但現(xiàn)狀仍不盡如人意，盲目性、功利性仍是當前語文教學中普遍存在的問題。為什么表面熱鬧、花樣翻新的語文教育一直難以走出低谷呢？這不僅讓我們懷疑“漢語發(fā)展”的合理性。也許我們無法否認，自上個世紀以來，由于眾所周知的原因，漢語一直處在被壓抑和被控制的窘境之中，它的精神和思想不可避免地受到西方意識形態(tài)的浸潤，而自身的文化傳統(tǒng)卻面對著越來越嚴重的危機局面。
這次語文課程標準改革，一改以往歷次教學大綱只是在行為表述上的修改，從語文學科的性質(zhì)和地位、基本理念、課程目標、教學評價等原則性問題上提出了嶄新的論斷，是真正意義上關(guān)于語文教學的革命。首先它提出了以建構(gòu)主義作為新課程標準的核心理念；其次，“人文性”的提出提升了語文學科的內(nèi)涵；第三，它注重語文的實踐性表明了語文知識傳授重點的轉(zhuǎn)變；第四，“語文素養(yǎng)”的提出標志著語文學科的目的理念發(fā)生了質(zhì)的飛躍；第五，語文教材也完成了教本到讀本的轉(zhuǎn)變。
作為新課程改革的綱領(lǐng)性文件，《語文課程標準》較以前的教學大綱在理論上無疑具有新的突破。然而，它也并非沒有值得完善和改進的地方，在當前課改進程中，我們不難發(fā)現(xiàn)它還存在著不少問題，亟需我們?nèi)ヌ剿?，去研究。所以，《語文課程標準》必須從教育實踐的基礎(chǔ)上加以完善，才有可能使這次新課改真正地走下去。
關(guān)鍵詞：語文 課程標準 改革 理念 反思
Abstract：The thorough development reforms which along with the new curriculum, the Chinese teaching practice also encounters to the unprecedented pressure. "Chinese Curriculum Standard" is instructs the Chinese teaching practice the programmatic quality, the laws and regulations document, is criterion which the Chinese teaching practice must follow. Its science or not, relates our language to educate whether can go out the difficult position as soon as possible. Therefore the present paper plans the way which uses the literature inspection and the theoretical analysis unifies, in the full understanding Chinese education reform history evolution and in the present situation foundation, as cuts into the spot take "Chinese Curriculum Standard", the discussion analyzes it to the Chinese education development function, then the attempt proposes the corresponding countermeasure and the suggestion.
Must correctly understand this language New class changes, must thoroughly understand instructs new education idea and curriculum view which this new class changes, as well as our country language education the condition which develops in the history and it in the position which international domestic locates, can stand in a broader angle of view carefully examines the success and failure and the success or failure which this language New curriculum reforms.
In September, 1905, the Qing government announced stops the imperial civil service examination, is popular the school, started the long road endless "a west study step of travel". But also merely displays by the introduction, the translation changes the narration, even if has the little practice research also to leave forms we true own education ideology also to have the quite great distance. But the west has at the same time carried on three large-scale educations reforms.
Modern Chinese education from 1904 Qing government "Kui Mao educational system" stipulation Chinese alone Establishes the Subject, until now already some more than 100 years, but present situation still not entirely as desired, blindness, the utility still was in the current Chinese teaching the universal existence question. Is the surface why lively Chinese education which disguises the old as the new to go out the trough continuously with difficulty? This not only lets we suspects "Chinese development" the rationality. Perhaps we are unable to deny, since an on century, as a result of the well known reason, Chinese continuously has occupied is constrained with in the predicament which controls, its spirit and the thought inevitably receive the west ideology infiltrating, but own cultural tradition actually is facing the more and more serious crisis aspect.
This Chinese curriculum standard reform, as soon as changed formerly successively the program of instruction only was indicates on in the behavior the revision, from Chinese discipline nature and status, basic idea, curriculum goal, teaching appraisal and so on principled in the question proposed the brand-new judgment, was in the true significance about Chinese teaching revolution. First it proposed constructs the construction principle to take the new curriculum standard the core idea; Next, "humanities" proposed has promoted Chinese discipline connotation; Third, it paid great attention to Chinese the practicality to indicate the Chinese knowledge instruction key transformation; Fourth, "Chinese accomplishment" proposed symbolized Chinese discipline goal idea has had the quantities leap; Fifth, Chinese teaching material has also completed teach book to the textbook transformation.
Platform reforms which as the new curriculum, "Chinese Curriculum Standard" compared before the program of instruction in theoretically had the new breakthrough without doubt. However, it by no means has not also been worth consummating and the improvement place, reforms in the advancement in the current curriculum, we are not difficult to discover it also has many problems, urgently needs us to explore, studies. Therefore, "Chinese Curriculum Standard" must perform from in the education practice foundation to consummate, only then has the possibility to cause this new curriculum to reform truly goes down.
Keyword： Chinese，course criterion，reformation，idea，rethink profoundly
目 錄
前 言 6
第一章 《語文課程標準》的頒布 9
一、《語文課程標準》制訂的背景 9
（一）教育理論的改革：一個高潮迭起的世界話題 9
（二）語文教育的革命：令人沉痛的世紀難題 13
二、語文改革的歷史流變 18
（一）語文的淵源 18
（二）艱難的歷程 22
第二章《語文課程標準》——語文教學的革命 28
一、以建構(gòu)主義作為新課程標準的核心理念 28
（一）倡導(dǎo)“合作”的學習方式 29
（二）倡導(dǎo)“探究性”的學習方式 30
（三）倡導(dǎo)“綜合性學習” 31
二、“人文性”的提出提升了語文學科的內(nèi)涵 33
（一）注重情感，以人為本——從“思想性”到“人文性”的轉(zhuǎn)變 33
（二）人文性在語文課程改革中的實施 35
三、注重語文的實踐性表明了語文知識傳授重點的轉(zhuǎn)變 36
（一）從重系統(tǒng)知識到重應(yīng)用知識 37
（二）從重理性知識到重感性知識 37
（三）從重掌握知識到重運用知識 38
四、語文素養(yǎng)——新課程標準的目的理念 39
（一）“語文素養(yǎng)”內(nèi)涵和意義的理解 39
（二）現(xiàn)代社會需要怎樣的“語文素養(yǎng)”？ 41
（三）如何培養(yǎng)學生的“語文素養(yǎng)” 42
五、語文教材——由教本到讀本的轉(zhuǎn)變 42
（一）教材的內(nèi)涵 43
（二）如何創(chuàng)造性地使用教材 43
（三）新教材的特點 44
第三章《語文課程標準》存在的問題及反思 46
一、重新審視語文課程的性質(zhì) 46
（一）對于“工具性和人文性的統(tǒng)一”的質(zhì)疑 46
（二）關(guān)于語文的本體和她的載體——課程 48
二、制約語文課程改革的評價制度：高考 53
（一）我國現(xiàn)行的教育體制決定了高考制度仍是課程的最終評價方式 54
（二）我國的高考制度應(yīng)如何改革才能體現(xiàn)課程評價的價值 56
三、內(nèi)在超越——《語文課程標準》的重新定位 60
（一）教育的墮落——近百年來的文化批判與反思 60
（二）著眼于文化批判與生成的建構(gòu)性課程 62
致 謝 65
