浅论高中文言文教学中的人格教育 33页

中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑ChineseMaster'sThesesFull-textDatabase2011,No.S1SocialSciencesⅡH130-138-1浅论高中文言文教学中的人格教育张莉莉学位授予单位:辽宁师范大学;学科专业:学科教学摘要文言文积淀着中华民族的思想和文化,拥有无法估量的教育潜能。高中语文新课程标准要求语文课程要“有助于形成学生良好的个性和健全的人格”,体现出教育对人的终极关怀。而长期以来的文言文教学只注重字词意义的疏通,而使学生逐渐丧失学习兴趣,达不到预期学习目标。同时,随着时代飞速发展,人格方面的问题日益凸显,青少年学生更是问题严重,近年来已成为一个社会普遍关注的问题。论文在大量文献资料及相关的教育教学理论的基础上,以新课程改革为背景,从文言文与人格教育的关系和文言文教学中实施人格教育的策略两个角度进行了讨论。人格教育是塑造健全人格的教育,当前语文教育要求人格教育,而积淀着中华民族几千年的思想智慧的文言文则是实施人格教育的重要途径。文言文教学中的人格教育的意义在于不仅有利于语文教学目标的实现,更有利于培养学生健全人格,有利于全民族素质的提高。然而,高中语文文言文家学现状不尽如人意,表现在课堂上多是疏通字词,归纳语言点,使课堂枯燥乏味;学生倚仗母语学科的优势,主观削减了语文阅读与练习的时间。针对以上教学现状,肩负着古汉语知识学习和学生人格培养双重任务的文言文教学,在具体实践中应实践以下策略:(一)充分开掘教材中的人文因素,以培养学生的人格,从而形成积极的人生观、价值观;强烈的爱国意识和社会责任感;自强不息、奋发向上的进取精神;胸怀阔达的宽容意识;博大精深的仁爱精神;善解人意的情感意识。(二)发挥教师的榜样作用,以高尚的人格陶冶学生。语文教师要对学生起到感染和表率的作用,在文言文教学中进行人格教育,就要热爱中国的传统文化,具备深厚的古典文化素养,更要深刻把握文言文教材,有开放、平等、民主的思想。(三)运用可行的教学方法,引导学生探究人格信息,在美育和诵读中培养和健全学生人格。(四)在多样的语文教学活动中渗透人格教育。总之,文言文教学是一个庞大的系统工程,而21世纪社会所需要的人才,不是知识的工具,而是具有健全人格的健康人。所以,培养学生高尚的道德品质、积极的人生态度、高度的创造精神和能力,坚忍不拔的坚强意志、明确的社会责任感、人际交往中的容忍、宽容与合作精神、富有人类的同情心和人道主义精神等等,显得尤其重要。关键词：高中;;文言文教学;;人格教育中图分类号：G633.3AbstractTheclassical-ChineseaccumulatesChinesenationalthoughtsandtheculture,andithaseducationpotentialwhichisunabletoestimate.Thehighschoollanguagenewcurriculumstandardrequestlanguagecurriculumwants"tobehelpfulinformsthestudentgoodindividualityandtheperfectpersonality",manifestseducatestoperson'sultimateconcern.Butsincelongwritingsinclassicalstyleteachingonlypaysgreatattentionthecharacterwordsignificancetheopening,butcausesthestudenttolosethestudyinterestgradually,cannotachievetheanticipatedstudygoal.Atthesametime,alongwiththetimeswiftdevelopment,thepersonalityaspect'squestionhighlightsdaybyday,theyoungstudentsarethequestionareserious,inrecentyearshasbecomeasocietyuniversalmatterofconcern.Thepaperinthemassiveliteraturematerialandintherelatededucationteachingtheory'sfoundation,takethenewcurriculumreformasabackground,theimplementationpersonaleducation'sstrategytwoangleshas导师:陈榴；导师单位:辽宁师范大学\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H130-138-2carriedonthediscussionfromthewritingsinclassicalstyleandinpersonaleducation'srelationsandthewritingsinclassicalstyleteaching.Thepersonaleducationisthemoldperfectpersonalityeducation,currentlanguageeducationrequestpersonaleducation,butisaccumulatingtheChinesenationseveralthousandyearthoughtwisdomwritingsinclassicalstyleisimplementsthepersonaleducationtheimportantway.Innotonlythewritingsinclassicalstyleteaching'spersonaleducation'ssignificanceliesinisadvantageoustolanguageteachinggoalrealization,ismoreadvantageousinraisesthestudentperfectpersonality,isadvantageousintheentirenationalqualityenhancement.However,thehighschoollanguagewritingsinclassicalstylestudypresentsituationisnotentirelyasdesired,displaysmanyaredredgesthecharacterwordintheclassroom,theinductionlanguagespot,causestheclassroomaridtasteless;Thestudentdependsonthemothertonguedisciplinethesuperiority,reducedlanguagereadingandthepracticetimesubjectively.Inviewoftheaboveteachingpresentsituation,isshoulderingtheancientChineseknowledgestudyandthestudentpersonalityraisetwofoldtaskwritingsinclassicalstyleteaching,shouldpracticethefollowingstrategyintheconcretepractice:Firstly,digsinteachingmaterial'shumanitiesfactorfully,raisesstudent'spersonality,thusformsthepositiveoutlookonlife,thevalues;Intensepatrioticconsciousnessandsocialresponsibilities;Strivesconstantlyforself-improvemententerprisingspiritwhich,isuplifting;Themindreachesextravagantlytolerantconsciousness;Broadandprofoundbenevolencespirit;Iswithgoodintentionemotionconsciousness.Thesecond,playsteacher'sexamplerole,influencesthestudentbythenoblepersonality.Thelanguageteachermustplaytheinfectionandthemodelroletothestudent,carriesonthepersonaleducationinthewritingsinclassicalstyleteaching,mustdeeplyloveChina'straditionalculture,hasthedeepclassicalculturalaccomplishment,mustgraspthewritingsinclassicalstyleteachingmaterialprofoundly,hastheopening,theequal,thedemocracythought.Thethird,utilizesthefeasibleteachingmethod,guidesthestudenttoinquireintothepersonalityinformation,intheestheticeducationandreadsaloudtheraiseandtheperfectstudentpersonality.Thefourth,theteachercanputpersonaleducationintodiverselanguageteachingactivity.Theteachingofclassical-Chineseisahugesystemsengineering,butthe21stcenturysocietyneedsthetalentedperson,isnottheknowledgetool,buthastheperfectpersonalityhealthypersons.Therefore,raisesthestudentnoblemoralcharacter,thepositiveattitudetowardslife,thehighcreativespiritandability,infirmandunyieldingstubbornwill,explicitsocialresponsibilities,humancommunicationtolerance,tolerantandteamspirit,richhumanity'ssympathyandhumanitarianismspiritandsoon,appearsespeciallyimportant.KeyWords：Seniorhighschool;;Theteachingofclassical-Chinese;;Theeducationofpersonality\n第S1期张莉莉：浅论高中文言文教学中的人格教育H130-138-3目录引言··································································································································································4第1章人格教育与文言文教学的关系··········································································································41.1人格及人格教育····································································································································41.2高中文言文教学中进行人格教育的意义······························································································61.2.1有利于语文课程目标的实现··········································································································61.2.2有利于培养学生健全人格··············································································································71.2.3有利于全民族素质的提高··············································································································81.3高中文言文教学现状····························································································································9第2章高中文言文教学中进行人格教育的策略···························································································112.1充分开掘教材中的人文因素，以培养学生的人格··············································································112.1.1积极的人生观、价值观··················································································································112.1.2有利于培养学生健全人格··············································································································122.1.3自强不息、奋发向上的进取精神··································································································122.1.4胸怀阔达的宽容意识······················································································································132.1.5博大精深的仁爱精神······················································································································132.1.6善解人意的情感意识······················································································································142.2发挥教师的榜样作用，以高尚的人格陶冶学生··················································································142.2.1教师要热爱中国传统文化··············································································································142.2.2教师要具备深厚的古典文化素养··································································································152.2.3语文教师要深刻把握文言文教材··································································································152.2.4教师要有开放、平等、民主的思想······························································································162.3运用可行的教学方法，引导学生探究人格信息··················································································162.3.1在美育中培养学生健全人格··········································································································162.3.2以加强诵读来健全学生人格··········································································································182.4在多样的教学活动中渗透人格教育·····································································································202.4.1引导古今互动·································································································································202.4.2指导古为今用·································································································································212.4.3创设人格教育氛围和环境··············································································································21结语··································································································································································22注释··································································································································································24参考文献··························································································································································25\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H130-138-4\n第S1期张莉莉：浅论高中文言文教学中的人格教育H130-138-5\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H130-138-6\n第S1期张莉莉：浅论高中文言文教学中的人格教育H130-138-7\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H130-138-8\n第S1期张莉莉：浅论高中文言文教学中的人格教育H130-138-9\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H130-138-10\n第S1期张莉莉：浅论高中文言文教学中的人格教育H130-138-11\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H130-138-12\n第S1期张莉莉：浅论高中文言文教学中的人格教育H130-138-13\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H130-138-14\n第S1期张莉莉：浅论高中文言文教学中的人格教育H130-138-15\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H130-138-16\n第S1期张莉莉：浅论高中文言文教学中的人格教育H130-138-17\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H130-138-18\n第S1期张莉莉：浅论高中文言文教学中的人格教育H130-138-19\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H130-138-20\n第S1期张莉莉：浅论高中文言文教学中的人格教育H130-138-21\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H130-138-22\n第S1期张莉莉：浅论高中文言文教学中的人格教育H130-138-23\n中国优秀硕士学位论文全文数据库2011年第S1期社会科学Ⅱ辑H130-138-24\n第S1期张莉莉：浅论高中文言文教学中的人格教育H130-138-25\n\n\n\n\n\n\n\n